ABSTRACT
The conception described in the preceding sections of how young children deal with the Rorschach should provide a foundation for such an approach. If theories introduced to explain how normal children treat the Rorschach at different stages are truly of value, they ought also to provide concepts through which individual differences and deviations in development may be understood as well. At the least, exploring how these theories can be applied to clinical problems affords a means of showing their heuristic potential even if the result falls short of demonstrating that the Rorschach should be accepted as a major instrument for evaluating preschoolers.
