ABSTRACT
This chapter deals with two problems that may be counted among the most timely topics in modern scientific study of the child: the development of a child's perception of the external world, and the formation of cultural skills. It concerns the ways a child establishes contact with external world and how he becomes part of the system constituting his environment. Does a child perceive a square of the sort as an integral structure, or is it nothing for him more than a group of random pieces? Would we be able to observe the same resistance to breaking up an integral figure in a child as in an adult? Psychologists have known that at about the time a child's behavioral processes begin to be organized, the signs of organized attention appear, and the child begins to single out particular objects in the external world and fix his gaze and, if one may use the term, his entire behavior on them.
