Masters Thesis

The cognitive development of relational positions in culturally disadvantaged preschool children using building blocks as the instructional tool.

It was the purpose of this investigation to study the development of relational position concepts of four-year- old disadvantaged children as influenced by opportunities for block manipulation with verbal naming of the position by an experimenter. It was hypothesised that the children given the experimental treatment would demonstrate a higher level of conceptualisation of relational positions than children in a matched control group not given the block play experience.

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