Stages and transitions in children’s semiotic development

Research output: Chapter in Book/Report/Conference proceedingBook chapter

Standard

Stages and transitions in children’s semiotic development. / Zlatev, Jordan; Andrén, Mats.

Studies in Language and Cognition. ed. / Jordan Zlatev; Mats Andrén; Carita Lundmark; Marlene Johansson. Cambridge Scholars Publishing, 2009. p. 380-401.

Research output: Chapter in Book/Report/Conference proceedingBook chapter

Harvard

Zlatev, J & Andrén, M 2009, Stages and transitions in children’s semiotic development. in J Zlatev, M Andrén, C Lundmark & M Johansson (eds), Studies in Language and Cognition. Cambridge Scholars Publishing, pp. 380-401.

APA

Zlatev, J., & Andrén, M. (2009). Stages and transitions in children’s semiotic development. In J. Zlatev, M. Andrén, C. Lundmark, & M. Johansson (Eds.), Studies in Language and Cognition (pp. 380-401). Cambridge Scholars Publishing.

CBE

Zlatev J, Andrén M. 2009. Stages and transitions in children’s semiotic development. Zlatev J, Andrén M, Lundmark C, Johansson M, editors. In Studies in Language and Cognition. Cambridge Scholars Publishing. pp. 380-401.

MLA

Zlatev, Jordan and Mats Andrén "Stages and transitions in children’s semiotic development"., Zlatev, Jordan and Andrén, Mats Lundmark, Carita Johansson, Marlene (editors). Studies in Language and Cognition. Cambridge Scholars Publishing. 2009, 380-401.

Vancouver

Zlatev J, Andrén M. Stages and transitions in children’s semiotic development. In Zlatev J, Andrén M, Lundmark C, Johansson M, editors, Studies in Language and Cognition. Cambridge Scholars Publishing. 2009. p. 380-401

Author

Zlatev, Jordan ; Andrén, Mats. / Stages and transitions in children’s semiotic development. Studies in Language and Cognition. editor / Jordan Zlatev ; Mats Andrén ; Carita Lundmark ; Marlene Johansson. Cambridge Scholars Publishing, 2009. pp. 380-401

RIS

TY - CHAP

T1 - Stages and transitions in children’s semiotic development

AU - Zlatev, Jordan

AU - Andrén, Mats

PY - 2009

Y1 - 2009

N2 - Stage models were prevalent in developmental psychology in the past, but have recently been subjected to much criticism. We propose “rehabilitation”, defining semiotic stage as a (not necessarily stable) period characterized by the clear establishment of a novel semiotic capacity, which may “dominate” the communication of the child at this stage, but does not replace capacities from previous stages. This is spelled out by adopting one particular model of semiotic development – the Mimesis Hierarchy (Zlatev 2008a, 2008b) – and presenting comparative and developmental data from 6 children in Sweden and Thailand, between 18 and 27 months of age, analyzing their acts of bodily communication (ABCs) in relation to their emerging linguistic capacities. The results show evidence for a transition around 20 months, when children display the use of (stable) signs, shared with their community, in both the linguistic and gestural modalities, but do not yet systematically combine them. Only towards the end of the period under study does this begin to occur on a more routine basis. Implications are drawn for the continuous debate “insight” vs. gradual development in ontogeny, suggesting a compromise.

AB - Stage models were prevalent in developmental psychology in the past, but have recently been subjected to much criticism. We propose “rehabilitation”, defining semiotic stage as a (not necessarily stable) period characterized by the clear establishment of a novel semiotic capacity, which may “dominate” the communication of the child at this stage, but does not replace capacities from previous stages. This is spelled out by adopting one particular model of semiotic development – the Mimesis Hierarchy (Zlatev 2008a, 2008b) – and presenting comparative and developmental data from 6 children in Sweden and Thailand, between 18 and 27 months of age, analyzing their acts of bodily communication (ABCs) in relation to their emerging linguistic capacities. The results show evidence for a transition around 20 months, when children display the use of (stable) signs, shared with their community, in both the linguistic and gestural modalities, but do not yet systematically combine them. Only towards the end of the period under study does this begin to occur on a more routine basis. Implications are drawn for the continuous debate “insight” vs. gradual development in ontogeny, suggesting a compromise.

KW - gesture

KW - children

KW - development

KW - cognition

KW - semiotics

M3 - Book chapter

SP - 380

EP - 401

BT - Studies in Language and Cognition

A2 - Zlatev, Jordan

A2 - Andrén, Mats

A2 - Lundmark, Carita

A2 - Johansson, Marlene

PB - Cambridge Scholars Publishing

ER -