The road to conventional tool use
Developmental changes in children's material engagement with artifacts in nursery school
Datos Bibliográficos
| ID | 9744973 |
|---|---|
| Autores | Nicolás Alessandroni (0000-0002-6595-0969, Universidad Autónoma de Madrid, autor de correspondencia) |
| Año | 2023 |
| Volumen | 28 |
| Número | 2 |
| Páginas | 388-409 |
| Fecha de publicación | 2023-03-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Infancy (JOURNAL) |
| Identificadores de la revista | ISSN: 1525-0008 • E-ISSN: 1532-7078 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/infa.12522 |
| PMID | 36571567 |
| OpenAlex | W4312195365 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 78 |
The development of tool use in early childhood is a topic of continuing interest in developmental psychology. However, the lack of studies in ecological settings results in many unknowns about how children come to use artifacts according to their cultural function. We report a longitudinal study with 17 sociodemographically diverse children (8 female) attending a nursery school in Madrid (Spain) and their two adult female teachers. Using mixed‐effects models and Granger causality analysis, we measured changes in the frequency and duration of children's object uses between 7 and 17 months of age and in the directional influences among pairs of behaviors performed by teachers and children. Results show a clear shift in how children use artifacts. As early as 12 months of age, the frequency of conventional uses outweighs that of all other types of object use. In addition, object uses become shorter in duration with age, irrespective of their type. Moreover, certain teachers' nonlinguistic communicative strategies (e.g., demonstrations of canonical use and placing gestures) significantly influence and promote children's conventional tool use. Findings shed light on how children become increasingly proficient in conventional tool use through interactions with artifacts and others in nursery school
Developmental psychology · Early childhood · Gesture · Longitudinal study · Nonverbal communication · Pre school · Action Observation and Synchronization · Child and Animal Learning Development · Hearing Impairment and Communication · Psychology
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| Obras citantes distintas | 2 |
|---|---|
| Citas por año | 2 |
| Intervalo de citas | 2025 - 2026 (2) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 2 |