First symbols in a girl with Down syndrome: A longitudinal study from 12 to 18 months

Rhythmic ostensive gestures: How adults facilitate infants’ entrance into early triadic interactions

“…Several studies have been carried out according to this perspective (Rodríguez, Basilio, Cárdenas, Cavalcante, Moreno-Núñez, Palacios & Yuste, 2017) analyzing the emergence and development of different semiotic systems in children during the first two years of life. These include: first canonical uses of objects in children aged 7 to 13 months (Rodríguez & Moro, 1999;Moro & Rodríguez, 2005); the first symbolic uses of objects (Cárdenas, Rodríguez & Palacios, 2014;; the emergence of self-ostensive gestures and pointing with a self-regulatory function (Rodríguez & Palacios, 2007). All these studies agree that children's entry into the different semiotic systems occurs in interaction with others (Dimitrova & Moro, 2013), which enables them to use the same communicative tools later on.…”

Is <b><i>Container</i></b> a Natural and Embodied Image Schema? A Developmental, Pragmatic, and Cultural Proposal

“…A third source of evidence comes from the results by Cárdenas, Rodríguez and Palacios [2014] in a longitudinal case study that explored the types of container uses performed by a little girl with Down syndrome, between 12 and 18 months of age. One observation of the study, carried out when the girl was 11 months and 30 days old, showed the way in which her mother tries to get her to take a stone and put it in a box (canonical use of the box).…”

The Rhythmic, Sonorous and Melodic Components of Adult-Child-Object Interactions Between 2 and 6 Months Old

“…From the pragmatic of the object perspective, several studies have been conducted on triadic interactions adult-child-object throughout the first and second year, regarding children's first conventional uses of objects (Rodríguez and More 1999), how and when they begin to perform symbolic actions (Cárdenas et al 2014;Palacios and Rodríguez 2015;Rodríguez et al 2014), how and when children use private gestures with a selfregulation function (Basilio and Rodríguez 2011;Rodríguez and Palacios 2007), the early interactions through music (Del Olmo et al 2010), and the use of number between 2 and 3 years (Cavalcante and Rodríguez 2015). In all these studies, adults assume an educative role, segmenting and selecting portions of the world to share with the infant in his/her first months of life by relying on different semiotic systems, which include rhythm and sound.…”