Abstract
Children often use a substitute object (signifier) to refer to an object (significate) during symbolic play. The present research was designed to examine not only the differences between “signifier” and “significate, ” but also the presence or absence of an object influence on children's symbolic representation, and to examine the role of play for the development of the symbolic function in children.
We designed two experiments. Experiment I was carried out under the condition when the children did not play. Experiment II was carried out under the condition when they were playing. The subjects were 144 children who were enrolled in day nursery and elementary schools.
The main results were as follows :
1) It was easy for children to symbolize the “significate, ” if the “signifier” were similar to the “significate.”
2) Children, up to 5 years of age, needed the presence of toys to symbolize the “significate” during play.
3) Their symbolic function was more promoted through play than otherwise. It may be said that any children can easily relate the “significate” with “signifier” in play.
