Aussie Childcare Network Forum • Symbolic Relationships
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### Symbolic Relationships

Posted: Thu Nov 18, 2021 4:22 pm
Kearns, K. (2017). Frameworks for Learning and Development: Working in Early Childhood Education and Care Series (4th ed.). Victoria: Cengage Learning Australia. Page 222 answers are meant to be one for these questions. This is a book I am using for my studies for tafe I would love it so helpful in answering these questions as I seem to be struggling with them.

a.When asked to do so, Phran (2.5yrs), is able to correctly place the teddy on, under, behind and in front of the chair.
Cognitive concept:

Action symbolic relationship Phran 2.5 as in knowing where place teddy on, under, behind and in front of the chair.

Objective symbols-Phran is able to remember where to place the teddy on, under, behind and in front of the chair.

b. Alfie (2.3yrs) can count to ten but is not yet able to identify a group of 10 objects.
Cognitive concept:

Number symbols- Alfie 2.3 can count to 10 is yet to identify a group of 10 objects in this case.

Objective symbols- can count the objects but unable to identify when a group of 10 objects are together in this case.

d. When asked what goes together Luca (3.5yrs) is able to put the cups with the saucers and the knives with the forks.
Cognitive concept:

Action symbols- Luca 3.5 yrs has a great understanding of where cups and saucers, knives and forks should be placed on the table.

Objective symbols- Luca can figure out which order to put the cups with saucers and the knives with forks.

e. Yin (3yrs) is able to sort the beads by colour.
Cognitive concept:

Object symbols- Yin 3yrs is able to have an understanding of beads by colour helps with a mental image of the object when it is not in sight of them using schema.

Picture symbols- Yin can sort out the beads by colour including 3-dimensional objects like beads.

f. Samir (5.3yrs) sorts the bears by colour regardless of size. ‘These are all the blue bears. Some are big and some are small.’
Cognitive concept:

Objective symbols- Samir 5.3yrs has a great understanding of bear colours and sizes too using mental image schema.

Picture symbols- Samir can sort out the bears by colours and sizes as well these can be either 2 dimensional or 3 dimensional.

g. Macky (5.2yrs) is able to place the picture cards of a child getting dressed into a logical sequence. ‘The socks go on next and then the shoes.’
Cognitive concept:

Picture symbols-Macky 5.2yrs is able to have an understanding of logical sequence in which order it goes into such socks always goes on before shoes. The picture cards show this order of sequence in which it should happen.

Language symbols- Macky can figure out the picture cards in a logical sequence in order to learn order to get dressed in such as the socks go on next and then the shoes. Used in with actions and ideas, concepts, beliefs.

I am in need of help with these questions as it is my third and final chance to answer them correctly only answers I have to pick between are the following.
These include

Kearns, K. (2017). Frameworks for Learning and Development: Working in Early Childhood Education and Care Series (4th ed.). Victoria: Cengage Learning Australia. Page 222 answers are meant to be one for these questions. Answers in the book I have to use for these questions I have attempted to answer them twice now up to my last chance so close to completing my diploma.

Action symbols- These are symbols that indicate that something is going to happen example when the educator taps the spoon on the side of the bowl.

Objective- These symbols are formed from objects example when educators provide opportunities to explore objects.

Picture- These are pictures of familiar objects which assist the understanding that a two-dimensional picture represents a real three-dimensional object.

Language- These written letters and words by talking, pointing and labelling, example educators help children understand that words are symbols for objects, actions, feelings, ideas and concepts and beliefs.

Numbers- These are numeral and other number symbols counting and using numerals to assist the child to develop a concept of quality and time.

### Re: Symbolic Relationships

Posted: Thu Nov 18, 2021 6:05 pm
Cognitive Concepts can include:

learns to put together items that are associated
develop attention to detail (e.g., grouping boys running vs. boys throwing a ball)
develops symbolic representation (e.g., picture represents object)
learns how to use materials
develops independence by sorting multiple items
develops a skill that is often used in playing games
establishes a foundation for the development of receptive and expressive labeling
develops a skill that can be used to introduce more advanced concepts (e.g., same/different)
improve concentration
train visual memory
increase short term memory
increase attention to detail
improve the ability to find similarities and differences in objects
help to classify objects that are grouped by similar traits
improve vocabulary

Hope this helps!

,
Lorina

### Re: Symbolic Relationships

Posted: Thu Nov 18, 2021 8:36 pm
Thank you for your help with the subject I appreciate it big time here.