ABSTRACT
Hanging-over and going-over We observed earlier that repetition of the same type of action across different media results in permutations of the same class of dynamic-structure. For example, Rah, from around 2 years 6 months of age notices the similarity between the different instances of bending a saliently long object (branch, long leaf, long blade of grass), over a fi xed, stable object. Despite differences in its manifestation, she knows that this dynamic relationship remains essentially the same and she wants to investigate the different forms it may take. We have seen such systematic investigation of structure many times so far, in the various ways things may go up-and-down, go-through, go-over and go-around. In my observations of children investigating these exact same dynamic-structures, they too pass the same idea through a similar series of transformations, noting that which changes and that which remains unchanged.
