Scaffolding young children's understanding of symbolic objects

PERALTA, OLGA A.; SALSA, ANALÍA M.; MAITA, MARÍA DEL ROSARIO; MAREOVICH, FLORENCIA

Early Years: An International Journal of Research and Development

Routledge, Taylor & Francis Group

Lugar: Londres; Año: 2013 vol. 33 p. 266 - 274

0957-5146

Symbolic objects are cognitive tools children must learn to master very early in life. A crucial factor in cognitive development is the instruction or informational support children receive in social contexts. While numerous studies have investigated the relation between instruction and development in various domains, like language or symbolic play, still little is known concerning the role of this factor in the comprehension of symbolic objects. The purpose of this article is to illustrate with an overview of the results of the authors´ research how instruction scaffolds the comprehension and use of symbolic objects. In this framework instruction is conceived as a process that mediates the skills that children develop and meanings they build. Some educational implications are discussed. PUBLICACIÓN INDEXADA EN: Australian Education Index (AEI), Australian Research Council (ARC) Ranked Journal List, British Education Index, EBSCO, Educational Research Abstracts online (ERA), Education Resources Information Center ( ERIC); ERIH (European Reference Index for the Humanities, Pedagogical and Educational Research), National Children´s Bureau, National Database for Research into International Education (NDRI), PsycINFO