The text is composed of research on the development of representational thinking from infancy through to adolescence. It makes an contribution to the theory of children's development and to practitioners' understanding, as well as suggesting paths of inquiry. The book draws upon detailed longitudinal studies, conducted over 24 years (20 in London and 4 in Singapore). Line drawings and photographs are used to illustrate important concepts, and the text sheds light on late 1990 on current debates, such as the opposition of culturally specific and universal development in children the world...