El estudio del desarrollo en niños pequeños a partir de dos dominios: comprensión de acciones y comprensión simbólica

• Jauck, Eva ^[1] ; Peralta, Olga Alicia ^[1]
  1. [1] Instituto Rosario de Investigaciones en Ciencias de la Educación– Consejo Nacional de Investigaciones Científicas y Técnicas, (Argentina)
• Localización: Persona: Revista de la Facultad de Psicología, ISSN 1560-6139, Nº. 22, 1, 2019, págs. 27-36
• Idioma: español
• DOI: 10.26439/persona2019.n022(1).4081
• Títulos paralelos:
  • Studying the development of young children from two domains: action and symbolic understanding
• Enlaces
  • Texto completo
• Resumen
  • español

    El objetivo del trabajo consiste en ilustrar una nueva forma de aproximación al estudio del desarrollo cognitivo a partir de investigaciones en dos dominios de conocimiento que han permanecido escindidos: la comprensión de acciones y la comprensión simbólica de imágenes. Primero, se muestran recientes investigaciones en niños pequeños sobre la comprensión de acciones a través de las acciones en vivo y las acciones en imágenes. Luego, se incluye la comprensión simbólica temprana tanto de imágenes en general como las provistas por una tablet. Por último, se presentan trabajos que han unido ambos caminos al estudiar la comprensión simbólica de imágenes que representan acciones, por parte de niños (desde dos años en adelante).

  • English

    This paper aims to illustrate a novel approach to the study of cognitive development by researching two domains of knowledge that have remained separated: action understanding and symbolic understanding of images. First, we show recent research on young children’s action understanding through live actions and actions in images. Then, we address young children’s early symbolic understanding of images in general and digital images displayed in a tablet. Finally, we present some studies that have linked both paths by analyzing the symbolic understanding of images that represent real actions in children aged 2 or older.

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