WHAT DO YOUNG-CHILDREN KNOW ABOUT OBJECTS

Young children's knowledge of the practical use of objects was used to investigate whether children's actions indicate their understanding o f the functional use of objects independent of their ability to verbal ly describe the appearance, reality, or function of the objects. Thirt y-six children (12 two-year-olds, 12 three-year-olds, and 12 four-year -olds) were presented with six objects pairs, each pair containing obj ects similar in appearance but different in identity and function. Obj ect pairs included illusory objects, toys, and pictures. Children were asked to describe the appearance, the real identity, and the function of each object, as well as show, using additional props, how the obje cts could be used. Four-year-olds were better at reporting the identit y and describing the function of the objects than the 2- and 3-year-ol ds, but all the children performed similarly and significantly better when asked to describe the appearance and display the function of the objects. Analysis of error patterns on the appearance-reality question s (considered together) regarding the deceptive items in the object pa irs showed that with age children made fewer phenomenism errors. Howev er, the majority of children of all three ages who made phenomenism er rors were nevertheless able to show the function of the same objects. The findings are discussed in relation to research on the development of object knowledge and children's ability to distinguish appearance a nd reality.