Ostensive gestures come first: their role in the beginning of shared reference

Rodríguez, Cintia; Moreno-Núñez, Ana; Basilio, Marisol; Sosa, Noelia

doi:10.1016/j.cogdev.2015.09.005

Cited by 35 publications

(42 citation statements)

References 25 publications

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“…When analysing communication from this perspective, signs can be classified in terms of their semiotic complexity according to their level of distance with the object as a material referent (see discussion in Rodríguez, Moreno-Núñez, Basilio & Sosa, 2015).…”

Section: Theoretical Approach: Cognitive Self-regulation and Early Sementioning

confidence: 99%

How toddlers think with their hands: social and private gestures as evidence of cognitive self-regulation in guided play with objects

Basilio

Rodríguez

2016

Early Child Development and Care

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The role of language as a tool to support the self-regulation has been widely studied, yet there is little evidence on the role of prelinguistic communication in the early development of self-regulation. To address this gap we developed behavioural indicators of preverbal cognitive self-regulation, and described how can parents support it through guided play. We observed 16 children at 14, 16 and 18 months interacting with two complex toys, either independently or with a parent. A microanalytic coding captured a total of 721 gestures, of which 473 were classed as self-regulatory. Children used gestures to support self-regulation in planning monitoring, control, and evaluation. Analysis of parental mediation revealed a relationship between supporting autonomy, providing challenge, responsiveness, effective communication, children's competence with objects, and self-regulatory gestures. We produced reliable indicators of self-regulation through gestures and characterised effective parental mediation, thus making explicit key social mechanisms to foster self-regulation in preverbal development.

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Section: Theoretical Approach: Cognitive Self-regulation and Early Sementioning

confidence: 99%

How toddlers think with their hands: social and private gestures as evidence of cognitive self-regulation in guided play with objects

Basilio

Rodríguez

2016

Early Child Development and Care

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“…In activities of these kinds, it seems evident that the objects can serve as mediators in communicative interactions with the adult. As well as taking into account the social function of objects, the observed children were already considering the socio-material characteristics of the play situation, as adults and children engaged in managing a kind of "socio-material space" as proposed by Rodríguez et al (2015). In fact, from the first year of life, adults produce a shared space with objects that serve as effective tools of communication with children.…”

Section: Discussionmentioning

confidence: 99%

Object Use in Children with Autism: Building with Blocks from a Piagetian Perspective

2018

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This study focused on the manipulation of objects by children with suspected autism spectrum disorder. The aim was to demonstrate how objects can be seen as active agents of interpersonal exchange in face-to-face interactions. Participants: Three children with suspected autism spectrum disorder (aged 18, 20, and 24 months) were selected as representative of the sensorimotor stage of development. Methods: Starting from Piaget's classical approach to the sensorimotor and symbolic developmental stages, the study moved toward a socio-material interpretation in which some patterns of interaction involving object manipulation seem to create a space that supports adult-child communication. In videotaped observations of verbal and nonverbal signs during an (organized) free play session, each child manipulated seven small blocks of colored plastic in the presence of an adult. The observations were informed by a checklist of 14 items, including eye contact and building a tower of toy blocks from section B of the CHAT (CHecklist for Autism in Toddlers) instrument. results: Based on a broad Piagetian perspective and recent work in the field of socio-materiality, key observations included the following: (1) sensorimotor and realistic play was observed in all three children; (2) there were some intriguing indications that objects serve as concrete mediators in the intersubjective space between adult and child; (3) some of the children's attention patterns were visibly mediated by the object. Discussion and conclusion: All three children exhibited a particular sequence of actions. First, they manipulated the blocks through active experimentation; second, there was an apparent pause, during which, the children were in fact examining the blocks to determine how best to continue the interaction; and finally, the children monitored adult attention by means of eye contact or by restarting manipulation of the blocks. As this last step in the sequence indicated that the object became a mediator of reciprocal attention, this interpersonal process was labeled "attention mediated by object."

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“…Following this hypothesis, Español (2004) provided a detailed description of the genesis of the gesture of showing (for the specific case of the gesture in which the child, with an object in their hand, presents it to the adult's eyes by subtly moving it, without actually giving it or expecting it to be taken), as a transformation of the act of giving, and reported on the intermediate forms that characterize the process. Within this theoretical framework, giving is the action (clearly a communicative one) from which the gesture of showing stems (for a different version, see Rodríguez, Moreno-Núñez, Basilio, & Sosa, 2015). After reviewing these variations, we were led to develop an observational code sui generis which is fed by the categories from the previous studies and reexamines them to accommodate them to our period and objectives (providing the nominal and operational definitions which tend to be missing in similar studies).…”

Section: )mentioning

confidence: 99%

Communicative functions during the pre-grammatical stage: a case study / Las funciones comunicativas durante la etapa pregramatical: un estudio de caso

Rodríguez

Español²

2019

Infancia y Aprendizaje

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This study contributes empirical evidence regarding communicative functions in the pre-grammatical period. The aim was to explore these functions in child-adult dyadic interactions during what in language acquisition research has been called the two-word period. The study draws from the data corpus of a child 19-29 months old and the system of sign categories (gestures, non-verbal vocalizations, verbal vocalizations, uni-and bimodal compositions) developed by Rodríguez & Español. In order to study the communicative functions in this period, an observational code was developed in accordance with Strauss and Corbin's Constant Comparative Method, which is suitable for encompassing the entire repertoire of a child's sign use. The study in general allowed some functions absent in adult communication to be identified, and the qualitative analysis in particular revealed a use of semiotic resources that supports the idea of a cognitive processing structure common to gesture and word.

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Ostensive gestures come first: their role in the beginning of shared reference

Cited by 35 publications

References 25 publications

How toddlers think with their hands: social and private gestures as evidence of cognitive self-regulation in guided play with objects

How toddlers think with their hands: social and private gestures as evidence of cognitive self-regulation in guided play with objects

Object Use in Children with Autism: Building with Blocks from a Piagetian Perspective

Communicative functions during the pre-grammatical stage: a case study / Las funciones comunicativas durante la etapa pregramatical: un estudio de caso

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