The Emergence of Symbol Use: Prekindergarten Children's Representations of Musical Sound.

Abstract

The purpose of this study was to investigate qualitative differences in prekindergarten children's visual representations for sound. Six 3- and 4 year - olds were videotaped in a series of three individual 40-minute ses sions in which they explored sound and wrote the way the sound goes using visual materials of different shapes, textures, and colors. The least developmentally advanced children in this group explored sound sources and visual/tactile materials, but did not systematically connect between sound and visual/tactile materials. As children emerged from the sen sorimotor stage, they were increasingly able to make connections be tween visual/tactile materials and sound. Two children in this group were able to make connections with my help. The most advanced children in this group were able to explore sound, produce sound compositions, and connect visual/tactile materials with sound. That is, they were able to create and use their symbols.

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