The chapter investigates the emergent knowledge of notational systems presumed to be developmental precursors to conventional forms of symbolic communication. In particular the authors study the development of the understanding of representation across domains identifying experiences that influence children’s acquisition of various symbol systems like drawing activities, knowledge of print and numbers. The focus here is on home activities by which parents expose their child to opportunities for learning about different notational domains. The direction of the attention of the child towards symbolic systems in her interactions is observed. Furthermore it is also investigated how in the natural context of discourse parents enhance the development of awareness about notational systems, noting how they help their child develop metalinguistic awareness in calling attention to the difference between picture and print and between print and other notations. In the different cultures observed are individuated typical settings that literature shows for the emergent development of symbol systems, as like the presence of written materials, shared attention child-adult, dyadic asymmetrical relationship and reciprocal involvement. There is an important variability which characterizes the different contexts (for example different focuses on emergent literacy, different grades of sharing of material, diversity in the quality of interactions, etc.). The nature of data does not allow hypotheses about the recurrence of different patterns nor about their exclusiveness in each context. The authors suggest however, that the construction of competences on notational systems is a commitment of all the cultures examined.

Notational systems / G. Pinto; B. Accorti Gamannossi; C.A. Cameron. - STAMPA. - (2010), pp. 114-135.

Notational systems

PINTO, GIULIANA;ACCORTI GAMANNOSSI, BEATRICE;
2010

Abstract

The chapter investigates the emergent knowledge of notational systems presumed to be developmental precursors to conventional forms of symbolic communication. In particular the authors study the development of the understanding of representation across domains identifying experiences that influence children’s acquisition of various symbol systems like drawing activities, knowledge of print and numbers. The focus here is on home activities by which parents expose their child to opportunities for learning about different notational domains. The direction of the attention of the child towards symbolic systems in her interactions is observed. Furthermore it is also investigated how in the natural context of discourse parents enhance the development of awareness about notational systems, noting how they help their child develop metalinguistic awareness in calling attention to the difference between picture and print and between print and other notations. In the different cultures observed are individuated typical settings that literature shows for the emergent development of symbol systems, as like the presence of written materials, shared attention child-adult, dyadic asymmetrical relationship and reciprocal involvement. There is an important variability which characterizes the different contexts (for example different focuses on emergent literacy, different grades of sharing of material, diversity in the quality of interactions, etc.). The nature of data does not allow hypotheses about the recurrence of different patterns nor about their exclusiveness in each context. The authors suggest however, that the construction of competences on notational systems is a commitment of all the cultures examined.
0230232493
9780230232495
International perspectives on early childhood research: A Day in the Life
114
135
G. Pinto; B. Accorti Gamannossi; C.A. Cameron
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2158/368207
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