drawings and sculpture illustrate the genesis and development of representational skill and its progression in the visual arts as well as theories on how this course can best be understood. The author addresses the question of whether children's primitive forms reflect immature cognitive and emotional development, a theory supported by the view that optical realism is the endpoint of artistic development. She disagrees with this notion and shows the intelligence of children's endeavors to invent symbol systems that represent their ideas in drawing and sculpture, emphasizing the vitality that modern artists have admired in childish or primitive forms. Of particular interest are chapters including new information on the developmental progression in sculpture in which the author systematically compares children's representation in drawing and modeling to demonstrate the significance of medium in understanding child art. This volume will be of interest to developmental psychologists, educational psychologists, clinical psychologists who

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