Abstract
The young child's concept of space was explored through tactual discrimination of common household objects. The results were analyzed in terms of degree of vision, amount of previous schooling, and sex for the three variables of type of identification required, rooms of the home represented, and degree of familiarity displayed. Results indicated no differences on the basis of vision, schooling, or sex. Type of identification and room categories were both found to differ significantly when tactual discrimination of objects was required. It was suggested that further study of this area might provide an instrument for assessing the young child's school readiness.
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