ABSTRACT
Categorisation artificially separates the growth of the whole person into part components, the ‘person’ in relation to ‘others’. For some authors, e.g. Lewis and Brooks-Gunn (1979), following Cooley and Mead, self and object arise together and are different terms in the same equation. However, for clarity and convenience these categorisations will be preserved in reviewing the evidence on the role of mirroring in child development.
