Abstract
This chapter is devoted to the problem of the symbolic function development at the preschool age. J. Bruner, L. S. Vygotsky, and J. Piaget believed that the significant transformations of the child’s mind are behind the symbolic function formation. L. S. Vygotsky stated that it is the sign or means of its use which are the basis of the psychological structure of the child consciousness. The problem of psychological process mediation by signs, possibilities of their use, and creation of signs by children became one of the most important in the Russian developmental psychology. In this chapter we will discuss three trends in symbolic tools for learning in preschool educational programs: play activity, drawing activity, and speech. Special attention is given to the comprehension of sign-symbolic systems and their acquisition during educational process. These areas are illustrated by the examples from the educational programs, which helps to see the logic of symbolic development understanding in the Russian early years education.
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Salmina, N., Veraksa, A. (2018). Symbolic Means in the Educational Programs for Preschool Children in Russia. In: Fleer, M., van Oers, B. (eds) International Handbook of Early Childhood Education. Springer International Handbooks of Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-0927-7_19
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DOI: https://doi.org/10.1007/978-94-024-0927-7_19
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