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首页> 外文期刊>Integrative Psychological & Behavioral Science >Early Understanding of Cardinal Number Value: Semiotic, Social, and Pragmatic Dimensions in a Case Study with a Child from 2 to 3Years Old
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Early Understanding of Cardinal Number Value: Semiotic, Social, and Pragmatic Dimensions in a Case Study with a Child from 2 to 3Years Old

机译：早期了解基数价值：符号学，社会，务实的宗旨，案例与儿童从2到3年龄历史学

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Studies on cardinality date back many years, and it remains a current research issue today. Indeed, despite the many findings on the topic, there is still controversy surrounding when and how children understand cardinality. The main studies on this understanding employs the how many question in situations involving the quantification of objects, analyzing the relationship between counting and cardinality. In the present study, we argue that it is essential to consider how cardinality is used in the context in which it arises, including the in- depth consideration of semiotic, social, and pragmatic dimensions, in order to fully comprehend the topic. We analyze in microgenesis the interaction between a two-year-old girl and her mother when they are playing a game requiring the understanding and use of cardinality through five sessions conducted over the course of a year. Our findings suggest that, in the proposed situation, cardinal understanding develops slowly and gradually requires an integrated body of resources (such as gestures and the use of objects). In highlighting the role of semiotics and social interactions in the development of cardinal understanding, this research underscores the fundamental role that early education should play in its development.
机译：关于基数日期的研究许多年，它仍然是目前目前的研究问题。事实上，尽管对这个话题有很多发现，但仍然存在围绕儿童如何理解基数的争论。关于这种理解的主要研究采用了涉及对象量化的情况的问题，分析计数和基数之间的关系。在本研究中，我们认为必须考虑在其出现的背景下使用的基础，包括对符号学，社会和务实的深度考虑，以完全理解主题。我们在微微中分析了一个两岁的女孩和她母亲之间的互动，当他们在一年中进行的五个会议进行了一个需要了解和使用基数的游戏。我们的研究结果表明，在拟议的情况下，红衣主教的理解慢慢发展，逐渐需要一个综合资源（如手势和物体的使用）。在强调符号学和社会互动在基本知识发展中的作用中，这项研究强调了早教应在其发展中发挥的基本作用。

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