Semiotic activity of young children in play: The construction and use of schematic representations

Bert van Oers

62 citations0/0 files storedEuropean Early Childhood Education Research Journal

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Early Childhood Education and Development Psychology of Development and Education Social Representations and Identity

Abstract

SUMMARY The theory and research described in this article is based on the Vygotskian approach to human development. As this theory suggests, the promotion of semiotic activity in children is essential for their cultural development. It is argued in this paper that the promotion of semiotic activity in young children within the context of their play activity is an important aspect of the improvement of early childhood education. In a small scale exploratory study we observed pupils of 4–6 year old playing together with a train set. During this play the children were encouraged to make a diagram of their railway track. By analysing their play activity and their schematisations, we tried to find out whether (and how) the promotion of semiotic activity would be possible without affecting the play character of the children's activity.

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References

1986Actual Minds, Possible Worlds 1986Actual Minds, Possible Worlds.2013Play, Dreams And Imitation In Childhood 1987Vygotsky and the Social Formation of Mind 1989Rousing minds to life: teaching, learning, and schooling in social context 2015The Emergence of Symbols: Cognition and Communication in Infancy 1987Education and Learning to Think 1987Education and learning to think.

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2010Earner-Carer Model at the Crossroads: Reforms and Outcomes of Sweden's Family Policy in Comparative Perspective 2003Learning resources in the context of play. Promoting effective learning in early childhood 2007Rethinking role play in the Reception class 1997On the Narrative Nature of Young Children's Iconic Representations: Some evidence and implications 2007Helping young children to become literate: the relevance of narrative competence for developmental education

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