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  Previous issue (2019. Vol. 11, no. 2)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

DOI: http://dx.doi.org/10.17759/psyedu

License: CC BY-NC 4.0

Started in 2009

Published quarterly

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Symbol as a means for development of value-meaning representations of preschoolers 764

Lebedeva T.A., Ph.D student of the Preschool psychology and pedagogy chair of the Educational psychology faculty, Moscow State University of Psychology and Education, Moscow, Russia
Abstract
The article describes the results of the empirical research aimed at investigation of value-meaning representation in preschoolers. The most abundant and widely used in preschool practice concepts that reflect emotional states, peculiarities and personal traits that are concurrently ethical categories were figured out. Theoretical analysis of psychological researches dealing with meaning sphere of human personality, role of symbol in the consciousness and interrelationships between the psychological notions of “meaning” and “symbol” allowed to implement modified version of “Pictogram” technique for investigation of those notions in preschoolers. The sample included 102 preschoolers aged from 3 to 6 years old. Investigations of symbolical designation of the words that were posed in the experiment allowed to reveal some meanings connected with the provided concepts in children’s representations. The types of symbols used by the preschoolers allowed concluding on their sources. It was found out that children use both cultural (general and group) and individual symbols to designate concepts; their proportions and dynamics of frequency of usage of certain symbols depend on children’s age as well as peculiarities of the concept itself.

Keywords: preschool age, meaning, symbol, cultural symbol, individual symbol, value-meaning representations.

Column: Developmental Psychology

For Reference

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