ABSTRACT
Over the last 30 years or so, we have become used to developmental theorists identifying the child with certain adult experts, or “paid professionals” to use Norman Freeman's term. Admittedly, some kinds of specialization have yet to catch on: the child as incipient hairdresser, “folk” secondhand-car salesman, or intuitive telephone sanitizer. Nevertheless, the child as scientist, or as theorist, is now very much part of psychology's theoretical furniture, along with the child, more specifically, as physicist, biologist, or psychologist.
