The Achieving of Semiotic Systems in order to Representing or Telling Time from 3 to 10 Years Old Children
Mendes de Carvalho Alt, Ágata
The Achieving of Semiotic Systems in order to Representing or Telling Time from 3 to 10 Years Old Children - 2016.
47
Time is a social and cultural construction mediated by different external semiotic tools (calendars, timetables, etc.). This research aims at studying how children were grasping upon external representational systems to solving a duration communicative problem – a temporal riddle. Seventy-eight children (26 children from 3-4 years old, 26 children from 7-8 years old and 26 children from 10-11 years old) were allocated into a same gender dyad. In each dyad, a child was invited to use notations in order to make her/his partner guessed duration clues. The main results revealed that 3-4 years old children were not able to use graphical notations as tools to communicate last information, whereas 7-8 years old children used graphical notations supported by oral language to product the support on which their partner rely to solve the duration riddle. Specifically, the 10-11 years old children used graphical notations as psychological tools both to represent and communicate their partner temporal information. These results are discussed from a sociocultural perspective.
The Achieving of Semiotic Systems in order to Representing or Telling Time from 3 to 10 Years Old Children - 2016.
47
Time is a social and cultural construction mediated by different external semiotic tools (calendars, timetables, etc.). This research aims at studying how children were grasping upon external representational systems to solving a duration communicative problem – a temporal riddle. Seventy-eight children (26 children from 3-4 years old, 26 children from 7-8 years old and 26 children from 10-11 years old) were allocated into a same gender dyad. In each dyad, a child was invited to use notations in order to make her/his partner guessed duration clues. The main results revealed that 3-4 years old children were not able to use graphical notations as tools to communicate last information, whereas 7-8 years old children used graphical notations supported by oral language to product the support on which their partner rely to solve the duration riddle. Specifically, the 10-11 years old children used graphical notations as psychological tools both to represent and communicate their partner temporal information. These results are discussed from a sociocultural perspective.
Réseaux sociaux