REPRESENTATIONS: CHILDREN AS SYMBOL USERS

The process that is called representation is the means by which we manage to keep hold of
our past experiences in an orderly way.
When we represent: (1) We remember back and have an image in our mind of something or
someone from a prior experience and replay it in our mind (2) make something stand for
something that is not present by using a symbol to represent it.

process of representation takes place in 3 interrelated ways: BRUNER
1. Enactive mode
2. Iconic mode
3. Symbolic mode

ENACTIVE MODE (Concrete Stage): we represent experience through doing. We learn
through our senses and our brain coordinates these sensorial experiences so they are
integrated.

ICONIC MODE (Image Stage): the way we represent with an image that stands for a person,
event or object.

SYMBOLIC MODE (Language Stage): involves representation of experience in a shared code.
Language is a code of a kind. For example: we use the word cat to represent a cat.
(Language is not the only symbolic code though: Dancing, painting, imaginative play,
arithmetics etc.)

Use of TRANSITIONAL OBJECTS as symbolic ( ) WINNICOTT
Transitional objects are a rich resource of childrens representational development.
Transitional objects allow children to explore with safety
Two similar people who have the same experiences will, in fact , experience them quite
differently. This is because, to some extent, without realising we are doing it, we can select
what we focus on. This is not a conscious process.
says we have a network, a repertoire of behaviours (schemas) that influences what PIAGET
we are interested in.
It is a network that involves the child in : active learning, imitation, memory, making images
(not limited to visual, can be auditory, smell etc.), and making symbols (when something
stands for something
IMITATION: child makes use of and reconstructs an event after the event. Through imitation
children experiment with different behaviours. Piagets notion of imitation gives strong
justification for the mixing of ages.
Words are only one way of making symbols and should not be overemphasised in human
development.
It is also important that adults do not offer narrow experiences to children, and so restrict
the processes of imitation and forming images.
Symbolic representation includes idiosyncratic symbols and shared socio-cultural symbols.
Making links between the two leads to a good balance between creativity and conformity
Learning verbal language, use of mathematical symbols, learning to write are all different
examples of symbolic representation that involves shared conventions of the culture.
In some cultures, the children are expected to learn symbolic conventions from the age of 2,
3 or 4, and to abandon their personal, idiosyncratic representations. This leads to
conformity than creativity in adults.
and agree that active learning (learning by doing) is important. Copying is PIAGET BRUNER
not useful, but reconstructing an experience in your own way (by imitation) is useful.
work points out the value of play props as means by which children represent VYGOTSKYS
things, events or people. The child sees one thing but acts differently towards it

















Strategies:

1. Careful child observations identifying what the child can do
2. Intervening sensitively
3. Adults be an extension of the child
4. They need a wide variety of materials that facilitate representation: clays, doughs, mud,
wet sand, paint, music etc.

Representation in all its forms is important. Dancing, music, sculpture, construction toys
etc.

Reggio Emilia- Hundred Languages of Children
Children are encouraged to develop their thinking through in-depth projects. These are a
cooperative venture between practitioners and children.

In practice, small-group work emerged in the early childhood practice of the nursery schools
in the UK, because when one child becomes interested in something in depth, it tends to
fascinate other children too.

In Reggio Emilia community journey than an individual journey. They provide the parents
and community with information and encourage them to feel part of things.
We have established that children need direct, powerful, emotional experiences, and a
consistent environment that offers diverse, enriching opportunities. Young children require
a supportive setting in which imaginative play is encouraged, through which there is
frequent opportunity to reflect.
Recent research emphasises the importance of context, both in social relationships and
the influences of the culture. Throughout this book, the advantages of younger and older
children playing together are emphasised. s and s work shows how VYGOTSKY PIAGET
important it is for younger children to see older children handling materials with
confidence and pleasure, and to see moments of struggle and recognise how the adults in
the environment are supportive and enabling at such times. Motivation to learn and move
forward is closely linked with security, self-confidence and self-esteem.