Sign Making, Coordination of Perspectives, and Conceptual Development

Autor/inn/en	Magnusson, Maria; Pramling, Niklas
Titel	Sign Making, Coordination of Perspectives, and Conceptual Development
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 6, S.841-856 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2016.1239323
Schlagwörter	Concept Formation; Young Children; Teacher Student Relationship; Signs; Social Theories; Learning Theories; Social Influences; Cultural Influences; Educational Practices; Classroom Communication; Preschool Children; Preschool Teachers; Early Childhood Education; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Frühe Kindheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Zeichensystem; Gesellschaftstheorie; Learning theory; Lerntheorie; Sozialer Einfluss; Cultural influence; Kultureinfluss; Bildungspraxis; Klassengespräch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Schweden
Abstract	In this empirical study we analyse how children (aged four- to six-years-old) through communicative engagement with their teachers around their own drawings are supported in developing representational insight, that is, going from indicative sign-making to symbolic understanding. Theoretically, the analysis is informed by a sociocultural perspective, particularly Vygotsky's work on concept development. The empirical data consist of approximately five hours of video observations of teacher-child communication in preschool. The activities analysed were designed by the teachers according to two different principles for facilitating discernment of the conventional meaning of symbols: contrast and induction. While one design is seen to be more powerful than the other in supporting children's symbolic development, these patterns are, in the study and in everyday early childhood practice, intertwined with other communicative features such as establishing intersubjectivity. The implications for research and educational practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01