For citation:
Vlasova G. I., Turchin A. S. Semiotic and Symbolic Means in the Life of Preschool Children. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2017, vol. 6, iss. 3, pp. 197-203. DOI: 10.18500/2304-9790-2017-6-3-197-203
Semiotic and Symbolic Means in the Life of Preschool Children
The results of theoretical analysis of the problem of semiotic (symbolic) mediation of development of preschool children psychology in the process of mastering the speech activity. It is mentioned that being a semiotic system, speech helps children to take control of their behavior: it becomes controlled (perceived) and organized (self-developed in the context of the situation). The goal of the research presented in this article is psychological justification of selection of variable part of the pre-school program of educational organization, associated with the implementation of the cultural-historical approach, according to which the idea of semiotic mediation of children activities is the key to understanding development of children psychology. It is mentioned that complete adoption of activities with semantic means requires the formation of its content according to a program corresponding to the complexity age. Taking into consideration the adoption of the Federal State Educational Standard of preschool education, the pedagogical stuff of preschool educational organizations can choose one of the innovative programs designed by the author (“Childhood”, “Roots”, “Rainbow” etc.) as a variable part of the basic educational program. In this regard, it is important that educators have knowledge of the semiotic (symbolic) function as the basis for such preschool activities such as play, communication, speech, artistic activity etc. The “Development” program, which has proved itself in preschool education in the last twenty years, corresponds to the task of improving the quality of preschool education.
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