Symbolic Interaction Theory-Based Spatial Language and Action Representation of Young Children During Block Play

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 1
  In Roundtable Session: Play and Learning

Abstract

Spatial representation is one of the core abilities of spatial cognition. The present study investigated 228 preschoolers during daily unit-block free play to investigate spatial representation use and collaboration. The findings showed children primarily use indicative/symbolic gestures for spatial positioning and object-associated gestures for spatial relations, employing functional body movements to explore and shape space. Spatial language exhibits distinct features: positional terms prefer vertical/ dynamic attributes; deictic pronouns show directionality/ functionality; shape descriptors demonstrate substitutability/ differentiation; dimensional terms display rich comparability. Gestures and language share intrinsic compatibility, increasing during trajectory expression. Co-gestures typify spatial interaction. Symbolic representation progresses through four developmental stages (behavior-dominant, co-occurrence, integration, language-dominant), manifesting juxtaposition, complementarity, reinforcement. Interpersonal synchrony activates cross-system coordination during spatial-relation objectification, enabling concretization.

Author

• xiaoli Yang, The Open University of Sichuan