Early development of notational activities and knowledge : developmental factors

本研究通过制作（绘画和写作）、绘本理解、分类和字母阅读任务，探讨了2岁儿童符号活动和知识的早期发展及其影响因素。生产任务的结果表明，尽管先前的研究结果表明，4岁以上的儿童具有特定领域的符号知识，但即使是2岁的儿童在绘画和写作方面也会产生不同的分数，并且具有特定领域的知识。然而，由于我们的研究还表明，符号活动和知识随着年龄的增长而发展，绘画先于写作，因此我们为这些发现寻找了另一种解释。在绘本任务中，我们修订了Clay（1979）的“关于印刷的概念测试”，设计了评估儿童获得绘本程序知识、阅读、字母符号和故事理解的发展过程的任务。2 .虽然2岁以上儿童具有使用绘本的程序性知识和理解故事的能力，但他们的阅读程序性知识和字母符号知识随着年龄的增长而增加，并与他们阅读字母的能力显著相关。在分类任务中，我们考察了13种知觉形式/正字法信息的理解发展过程。结果表明，儿童对日语正字法知识的理解发展分为三个阶段：(1)4岁儿童能够理解感知形式类型的信息；(2)5岁儿童能够理解空间、方位和词成分信息；(3)6岁以后开始理解日语正字法信息。5岁儿童的字母阅读能力与空间、方位和词成分知识之间存在显著的偏相关，4、6岁儿童的字母阅读能力与日语正字法知识之间存在显著的偏相关。这些发现表明，有几个因素与符号活动和理解的发展有关。少

This study investigated the early development of notational activities and knowledge, and the factors influencing this development in 2 6-year-olds, using production (drawing and writing), picture-book comprehension, classification, and letter-reading tasks.1. The results of the production task showed that, despite results from previous studies demonstrating domain-specific notational knowledge in children older than 4, even 2-year-olds produced different marks for drawing and writing and had domain-specific knowledge. However, because our study also indicated that notational activities and knowledge developed with age and that drawing preceded writing developmentally, we sought an alternative explanation for these findings.2. In the picture-book task, we revised the Concepts about Print test (Clay, 1979) to design tasks for evaluating the developmental process of children's acquiring procedural knowledge of picture books and of reading, letter notation, and story comprehension. Althou … More gh two-year-old children had the procedural knowledge for using a picture book and understood the story, their procedural knowledge of reading and knowledge of letter notation increased with age and correlated significantly with their ability to read letters.3. In the classification task, we examined the developmental process of understanding 13 types of perceptual-formal/orthographic information. The results revealed three stages in the development of understanding this knowledge : (1) 4-year-olds can understand perceptual-formal types of information, (2) 5-year-olds understand spatial, orientation, and word-component information, and (3) after age 6, an understanding of Japanese orthographic information occurs. The partial correlations were significant between the letter-reading ability and the knowledge of spatial, orientation, and word components for 5 year olds, and between the letter-reading ability and Japanese orthographic knowledge for 4-or 6-year-olds. These findings suggest there are several factors related to the development of notational activities and comprehension. Less