Causal Understanding and Expression in the Preschool Years

Abstract

Stages of development in causal reasoning and causative expression in children are outlined with the goal of providing a baseline against which development in preschool handicapped children may be compared. The notion of causality is defined, and approaches to ways of characterizing causal knowledge and the expression of that knowledge in English are discussed. The three stages described within the preschool age range are defined in terms of changes in children's causal schemes, their field of centration, and their experimental attitude and skills. Suggestions for assessment and special education are made.