Scaffolding Young Children's Understanding of Symbolic Objects

Autor/inn/en	Peralta, Olga; Salsa, Analía; Maita, María del Rosario; Mareovich, Florencia
Titel	Scaffolding Young Children's Understanding of Symbolic Objects
Quelle	In: Early Years: An International Journal of Research and Development, 33 (2013) 3, S.266-274 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2012.732042
Schlagwörter	Young Children; Cognitive Development; Comprehension; Skill Development; Scaffolding (Teaching Technique); Instruction; Teaching Methods; Symbolic Learning + Suchen Sie Ihr Suchwort? Frühe Kindheit; Kognitive Entwicklung; Verstehen; Verständnis; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching process; Unterrichtsprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Symboldidaktik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10