Symbolic functioning in preschool children

• Published in: Journal of applied developmental psychology 1994-10, Vol.15 (4), p.513-527
• Main Authors: DeLoache, Judy S., Burns, Nancy M.
• Format: Article
• Language: English
• ISSN: 0193-3973; 1873-7900
• DOI: 10.1016/0193-3973(94)90020-5

An important goal of parents and preschool educators alike is to introduce young children to a variety of symbol systems, and to help children begin to master some of these crucial cultural tools. Our research indicates that, in spite of the importance that adults place on symbolization, adult intuitions about the acquisition of symbolic functioning and how to facilitate it are often poor. In this article we summarize research on toddlers' understanding of two kinds of symbols—models and pictures. We show that the initial insight that something is a symbol or representation of something else is extremely challenging for young children, and it is an insight that must be achieved with each symbol system they encounter. Two factors that contribute to the difficulty children have appreciating symbolic relations are discussed: dual representation (the ability to think about something in two different ways at the same time; specifically, the ability to think of something both as an object itself and a symbol for something else) and representational specificity (understanding that a symbol can stand for a specific reality). Implications of these factors for preschool practice are considered.