The Development of Symbolic Uses of Objects in Infants in a Triadic Context: A Pragmatic and Semiotic Perspective

Abstract

In this study, we address the construction of the first symbolic uses of objects in contexts of triadic interaction (adult–child–object). We assume that symbolic productions are based on public rules of the use of objects previously agreed by the community. The first symbols are not rooted in any literal, evident reality, but in shared rules of uses about the material world. We observed six dyads communicating and interacting together with 10 objects in a semi‐structured situation longitudinally from 9 to 15 months of age. We found that the infants gradually constructed symbolic meanings, and we identified five symbolic levels and sublevels. At 9 months, the infants attended and engaged in the symbolic uses produced by an adult even though they themselves were not yet able to produce them. At 12 months, infants began to use objects symbolically to communicate with adults. The highest percentage of these first symbolic uses was of level 1, that is, with a close relation to the conventional use of the object used to perform the symbol. At 15 months, children increased their symbolic uses and performed symbolic uses at all levels, whereas adults reduced such practices. Adult semiotic mediation and the social meanings of objects can be considered important factors in children's symbolic productions. Copyright © 2014 John Wiley & Sons, Ltd.

Usos y significados de los objetos en niños mexicanos

“…Estos datos cuestionan la concepción prevaleciente en torno a la manera en que los niños llegan a conocer los objetos, así como el concepto mismo de objeto y la idea de "la realidad literal" evidente para los niños. Asimismo, los adultos juegan un papel muy importante en la transmisión de estas formas culturales de usos de los objetos (Moro y Rodríguez, 2005;Palacios, 2009;Palacios y Rodríguez, 2006, 2015Palacios et al, 2012;Rodríguez, 2006;Rodríguez y Moro, 1999), donde los contextos triádicos, con su carácter asimétrico y dialéctico, se constituyen en el escenario de los procesos de desarrollo y educativos (Palacios et al, 2013).…”

“…Gracias a que las tazas se usan como tazas es que llegan a ser signo de dicho uso y para que esto ocurra se requiere que se usen como tales. A su vez, las reglas de los usos convencionales o canónicos de los objetos sirven como significados de primer grado sobre los que se asientan los significados simbólicos o de segundo grado (Palacios y Rodríguez, 2015;Rodríguez, Palacios, Cárdenas y Yuste, 2014). Con el símbolo o uso simbólico se evoca el significado ausente del uso canónico del objeto.…”

Autism and Triadic Play: An Object Lesson in the Mutuality of the Social and Material

“…However, as van Leeuwen and Westwood (2010) point out, such toys perform an important role in communicating the cultural contexts of objects and actions, as well as in shaping and supporting parentchild interactions. In a recent study Palacios and Rodríguez (2015) present compelling evidence suggesting that children"s symbolic (pretend) play is itself strongly grounded in these predictable conventional uses and actions with toys/objects in the context of triadic play. Only once these conventional uses and actions are established do first parents, and then their infants, begin to use these objects more symbolically.…”

Triadic intergroup relations: Studying situations with an observer, an actor, and a recipient of behavior

“…Triadic interactions have attracted attention in research on family dynamics and in developmental psychology (e.g., de Mendonça, Cossette, Strayer, & Gravel, ; Flaskas, ). This work has considered both mother‐father‐child triads (Kwon, Jeon, Lewsader, & Elicker, ) and adult‐child‐object triads (Palacios & Rodríguez, ), although overall dyadic theories (e.g., attachment theory; Bowlby, ) prevail in developmental research.…”