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Cultural-Historical Psychology
2015. Vol. 11, no. 2, 48–56
https://doi.org/10.17759/chp.2015110205
ISSN: 1816-5435 / 2224-8935 (online)

Symbolization in the Structure of Abilities in Children of Preschool and School Age

 
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Abstract

This research explores the role of symbolization in educational activity in children of late preschool and early school age. The aim of the research was to compare the efficiency of using sign and symbolic means (i.e. schemes and models) in the learning of some new content in preschool and early school age. The study involved 46 children of late preschool age from one of the Moscow kindergartens, 20 girls and 26 boys (M = 78 months); and 25 first grade students of one of the Moscow schools, 16 girls and 9 boys (M = 101 months). The study consisted of the following stages: carrying out tests of mental abilities and dividing the subjects into two sub¬groups within each age group (that is, two subgroups of preschool children and two subgroups of school chil¬dren) with equal levels of development of the explored abilities; conducting developmental lessons aimed at making the children familiar with phenomena characterizing phase transitions in states of aggregation of mat¬ter — with the help of symbolic means (in the experimental group) or sign means (in the control group); carrying out a posttest, that is, measuring the level of development of the concepts of aggregate states in all sub¬groups. The outcomes of the research indicated that symbolization may actually be an effective means of con¬structing learning content both in preschool and in early school age.

General Information

Keywords: psychology of preschool and early school age, symbolization, regulatory functions, symbolic mediation

Journal rubric: Empirical Research

OpenAlex citations: 8

OpenAlex trends: Child and Animal Learning Development, Psychology of Development and Education, Educational Methods and Teacher Development

Information about the work in OpenAlex

Number of citations: 8

Topics

Child and Animal Learning Development

This cluster of papers explores the development of theory of mind in children, focusing on topics such as social cognition, infant understanding, cultural learning, executive function, false belief understanding, joint attention, and language development.

Number of works: 60299  |  Total number of citations: 1783132

Topic detailsв OpenAlex

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/chp.2015110205

Published

For citation: Veraksa, A.N., Yakupova, V.A., Martynenko, M.N. (2015). Symbolization in the Structure of Abilities in Children of Preschool and School Age. Cultural-Historical Psychology, 11(2), 48–56. (In Russ.). https://doi.org/10.17759/chp.2015110205

© Veraksa A.N., Yakupova V.A., Martynenko M.N., 2015

License: CC BY-NC 4.0

References

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Information About the Authors

Aleksandr N. Veraksa, Doctor of Psychology, Academician of the Russian Academy of Education, Head of the Laboratory of Childhood Psychology and Digital Socialization, Vice-Director, Federal Scientific Center of Psychological and Multidisciplinary Research, Head of the Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Director of the Moscow State University Publishing House, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-7187-6080, e-mail: veraksa@yandex.ru

Vera A. Yakupova, Candidate of Science (Psychology), Researcher, Department of Methodology of Psychology, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-9472-8283, e-mail: vera.a.romanova@gmail.com

Margarita N. Martynenko, Student, Institute of Psychology Named After L. S. Vygotsky, Russian State University for Humanities, Moscow, Russian Federation, e-mail: margaret.martynenko@gmail.com

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