By Acquiring a Symbol: a Review of Studies of Symbol and Symbolization in Child Psychology
https://doi.org/10.18384/2949-5105-2025-1-6-22
Abstract
Aim. Analysis of the most significant theoretical and experimental studies of symbolism and symbolization in domestic and foreign child psychology.
Methodology. The analysis was carried out within the framework of the methodology of the activity approach in psychology, as well as the cultural and historical concept. The material for analysis and generalization was psychological research devoted to the problem of symbolization in different periods of childhood, the disclosure of the possibilities and functions of the symbol in various spheres of children's personality.
Results. The age dynamics of the development of the ability to symbolize is revealed, it is shown that the period of the beginning of the formation of the ability to symbolize is already an early age. Over the following periods, qualitative changes in the ability of children to navigate the symbol are traced. It is shown that the potentials of the symbol as a means of developing the cognitive, social and emotional spheres of children's personality far exceed the potentials of the sign.
Research implications. The material on the problem of symbolization in child psychology is summarized. The need to include work with the symbol in complex psychological and pedagogical work with children is emphasized.
About the Author
E. L. Podzorova
Moscow international university
Russian Federation
Russian Federation
Elena L. Podzorova – Cand. Sci. (Psychological sciences), Assoc. Prof. of the Department of Psychology and Pedagogy
Leningradsky pr-t, 13, Moscow, 125040
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