Children's Symbolic Understanding of a Digital, Three-Dimensional, Interactive Image (La comprensión simbólica infantil de una imagen digital, tridimensional e interactiva)

Autor/inn/en	Sartori, Mariana; Peralta, Olga
Titel	Children's Symbolic Understanding of a Digital, Three-Dimensional, Interactive Image (La comprensión simbólica infantil de una imagen digital, tridimensional e interactiva)
Quelle	In: Journal for the Study of Education and Development, 45 (2022) 2, S.351-381 (31 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sartori, Mariana) ORCID (Peralta, Olga)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2021.1989648
Schlagwörter	Young Children; Spatial Ability; Geometric Concepts; Depth Perception; Interaction; Visual Stimuli; Electronic Publishing; Computer Mediated Communication; Concept Formation; Symbolic Learning; Age Differences; Change; Instruction + Suchen Sie Ihr Suchwort? Frühe Kindheit; Räumliches Vorstellungsvermögen; Elementare Geometrie; Depth psychology; Tiefenpsychologie; Interaktion; Elektronisches Publizieren; Computerkonferenz; Concept learning; Begriffsbildung; Symboldidaktik; Age; Difference; Age difference; Altersunterschied; Wandel; Teaching process; Unterrichtsprozess
Abstract	Young children increasingly interact with technological devices, either as a form of entertainment or for educational purposes. This research sought to investigate the early symbolic understanding of an interactive, three-dimensional digital image presented on a tablet. Two studies were designed in which the children had to use the image as a source of information to solve a search task. The first study investigated the performance of children aged 30 and 36 months. We found that the children symbolically understood the image at 36 months, but not at 30. The second study investigated the impact of manipulation and instruction on the performance of 36-month-old children. The results showed that the manipulation of the image negatively impacted the understanding of it as a symbol, regardless of the instruction received. The results are interpreted in terms of the impact of manipulation, instruction and the three-dimensionality of the object on understanding it as a symbol. Possible implications in education are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01