The development of the first symbolic uses in Mexican children from the pragmatics of object / Desarrollo de los primeros usos simbólicos en niños mexicanos desde la pragmática del objeto

Abstract

This paper longitudinally studies the emergence and evolution of the first symbolic uses of objects in Mexican children. We observed eight children in triadic interaction with one of their parents and 10 objects in a semi-structured situation at nine, 12, 15 and 18 months old. The children began to use objects symbolically at 12 months, and the duration and frequency increased with age. The highest percentage of the total frequency of symbolic uses, of the four levels identified, was level 1. The frequency of level 4, where two or more symbolic actions occur one after the other, giving rise to 'symbolic narratives', increased according to age. These data confirm that knowledge of the rules of canonical uses of objects are the meanings which first symbols base themselves on and that children use the symbolic uses that they are aware of to create 'symbolic narratives'.

On perception as the basis for object concepts: a critical analysis

“…In addition, the appropriation of objects' canonical uses has meaningful consequences for cognitive development. For example, towards the end of the first year of life children perform their first symbolic behaviours (Palacios et al, 2016(Palacios et al, , 2018. We are referring to the symbolic uses of objects.…”

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

“…The complexity and importance of this milestone are clear: to use an object by its function (i.e., any spoon as a spoon) implies a qualitative jump for the child, every time he stops relating to isolated materialities and starts relating to members of classes [Rodríguez, 2012a]. Furthermore, conventional uses of objects become the base upon which symbolic uses [see Alessandroni, 2016;Palacios & Rodríguez, 2015;Palacios et al, 2016;Rodríguez, Palacios, Cárdenas, & Yuste, 2014], and cognitive self-regulation behaviors [Basilio & Rodríguez, 2011 …”

Object Pragmatics: Culture and Communication – the Bases for Early Cognitive Development

“…To pretend one is eating with an empty spoon, or one is talking on a replica mobile telephone, one needs to know that spoons are used for eating and mobile telephones for talking. The conventional rules of use arise from "genuine" objects, from where they "transfer" and are applied to (1) situations different from the everyday, such as "eating" with an empty spoon out of context (level 1); (2) to different objects, by substitution, such as "eating" with a pencil (level 2); (3) without an object, with the empty hand representing the spoon (level 3); and (4) narratives of symbols in action, when several symbols are linked (level 4) (Palacios et al, 2016).…”

“…Nevertheless, symbols by substitution (level 2) or without material support (level 3) are not usual. Sometimes adults correct "inadequate" children symbols, such as "drinking" from a plastic replica horse (see observations in Palacios et al, 2016).…”

“…A very interesting example happens with the instrument spoon. The symbolic use (Palacios et al, 2016) is very different from the functional one when they effectively eat with it (Ishiguro, 2016;.…”