National Network for Child Care's Connections Newsletter

Alberta C. Johnson, Ph.D.
County Extension Agent
Home Economics
University of Arkansas Cooperative Extension

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Language mirrors the general mental activity of preschool children. In fact, children interpret their world in some rather unique ways, which are quite different from those of adults.

A striking characteristic of 4- and 5-year-olds is their egocentrism. This refers to their tendency to view the world from their own perspective or point of view. For example, if asked, "Why does the sun shine?" a typical response from a preschooler might be: "To keep me warm." Here we see how egocentric the child is, believing that the world was created for his own satisfaction. This self-centeredness is due to the child's mental inability to see things from another point of view.

Another characteristic of preschooler thought is animism. Animism is evident when children credit inanimate or lifeless objects with lifelike qualities, such as feelings and thoughts. To the young child, things that move are alive, like a piece of paper blown by the wind or a flowing stream. Animism has its own charm and occurs frequently in children's stories and fairy tales. A familiar example is the scarecrow who comes to life in The Wizard of Oz. Sometimes children cry if a favorite stuffed animal is kicked or callously tossed out of the way. This is a prime example of animism: the stuffed animal is hurt by such carelessness and abuse!

Another naive characteristic of preschooler thought is called artificialism. This is the notion that everything - every object and every event - has been created by humans for human use. For example, children may believe that rain is caused by someone emptying a watering can or similarly, that a man blowing causes the wind.

The preschooler's logic is faulty by adult standards. However, it is very reasonable to the young child. Rather than correct or argue with young children, it is probably better to provide experiences which challenge children to change their ways of thinking. For example, you could help children notice that rain only comes when there are clouds in the sky. You could also draw their attention to water condensing on a cold soda can in the humid summer or the "clouds" formed by their breath on cold days. By helping children understand the world, you will encourage them to advance to the next stage of thinking.

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