Changing semiotic modes indicates the introduction of new elements in children’s reasoning: the case of earthquakes

Abstract

Analyzing individual, semi-structured interviews of 41 preschoolers (age 4-6) in a pre- posttest research design, an attempt was made to investigate whether the change in the use of children’s semiotic modes indicates the introduction of new elements to their thinking. For many children changing in semiotic modes indicates enhancement in their reasoning. Furthermore, in many cases the modalities regarding human body and drawing are more meaningful compared to children’s speech.