ABSTRACT

Exploration of the environment is considered to be a critical aspect of the development of competence in all children. For the very young child, a substantial part of exploration involves playing with objects; such play results in the eventual understanding that actions produce effects (Piaget 1952). The motivation to master such understanding is regarded as an intrinsic and integral part of human development (White 1959). As with other fundamental human characteristics, however, individual differences exist in the motivation to master an understanding of physical objects. We are only beginning to understand the origins and extent of such differences.