ABSTRACT
Apart from Fox (1956), few have offered comprehensive explanations of the process through which children master the Rorschach. Yet if we consider interpretations of particular phenomena salient in that process and reasons advanced for modifying Rorschach technique with preschoolers, we can discern the outline of a theory that encompasses most of what has been written on the topic and offers a plausible account of how children move from one stage to another.
