ABSTRACT
Currently, a popular interpretation for young children’s limited performance is the concept of lack of access. More specifically, this concept assumes that the knowledge that is needed to perform a specific task is available to the child, except that somehow, the child cannot access this knowledge or use it. This paper attempts to understand this idea in terms of knowledge organization and how knowledge might be reorganized to facilitate access. The exact nature and definition of lack of access are postulated and preliminary exploratory data to demonstrate what lack of access could mean for young children is presented in the domain of animism.
