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The Emergence of Visual and Conceptual Perspective-Taking Abilities in Three and Four-Year-Old Children

We investigated the gradual emergence of visual and conceptual perspective-taking between three and four-year-old children. We hypothesized that the ability to perform non-egocentrically on visual perspective-taking would emerge before the ability to perform non-egocentrically on conceptual perspective-taking. Furthermore, we believed that four-year-olds would respond less egocentrically on both tasks in comparison to three-year-olds. We created a visual perspective-taking task, which consisted of iden­ tifying the viewpoints of a stuffed bear from a colorful box with distinct sides, and a conceptual perspective-taking task, which consisted of choosing an item for their mothers between a child item and an adult item. We found no support for our hypothesis regarding differences in performance across both tasks between three and four-year-olds. However, according to a binomial test of significance, we found that visual perspective-taking does emerge before conceptual perspective-taking. Thus, it is conceivable that conceptual perspective-taking requires a higher level of cognitive understanding and reasoning than visual perspective-taking. Egocentrism is a quality that is frequently displayed by young chil­ dren. Most people who are familiar with young children can probably identify with a situation in which one child grabbed a toy from another child without considering or understanding that the other child may have wanted to play with the toy too. The child who grabbed the toy can be characterized as egocentric. Egocentrism can be defined in terms of children's inability to take the perspectives of others. It is important to understand how children view the world from an egocentric standpoint and how egocentrism declines. Evidence of its decline may be in children's awareness that other people may view the world from a different perspective from their own. Not only is understanding egocentrism important for explaining children's behavior, but it is important for understanding the process of socialization, which is learning how to interact with others, and the develop­