ABSTRACT
For those interested in children's Rorschachs, descriptions of stages in the mastery of the test stimulate a variety of questions. How are the curious phenomena encountered in each stage to be understood? How do children move from one stage to another? What can answers to these questions contribute to an understanding of the Rorschach task? And what implications do these answers have for clinical work with preschoolers and with profoundly disturbed older children who may take the Rorschach in similar ways?
