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Within the historical and cultural conception of development, signs and symbols are essential psychological instruments for transforming the psyche and the internal world of a child (Vygotsky, 1931/1983,1982 /1993). Vygotsky stressed that the signs can be used, first, on the external social and material level and, second, on the individual, internal, and ideal level (Elkonin, 2009; Quintanar & Solovieva, 2009). In other words, internal symbols may appear only after corresponding internal actions in which such symbols might be used (Vygotsky, 1983 /1995). Afterword, within activity theory, the regularities of acquisition and the types of orientation used for actions with symbols were taken into account during the teaching process (Talizina, 2009).At preschool age the presence or absence of symbolic function may be observed within play activity. Collective forms the social role-play are specifically useful for the introduction of symbols at the external, materialized level (Gonzalez-Moreno, Solovieva, & Quintanar-Rojas, 2014a, 2014b; Gonzalez-Moreno & Solovieva, 2014a, 2014b). Interaction between adults and children within play activity may be observed in materialized, perceptive, and verbal symbolic actions. It is possible to suppose that the formation of symbolic actions follows the typical sequence of stages for the formation of mental actions proposed by Galperin (1966,1998).Materialized actions refer to the fact that the child starts to use material objects in a particular way: an object is used in external action as a substitute for another object, which is absent (or just not used by the child). The child may express orally the meaning of such a substitution. For example, a child using a pencil as a comb for a dollcan express that he/she is combing the doll's hair using the pencil. The child learns to reproduce the models of actions with concrete objects, and by symbolic representation such models pass to a more generalized level.Such types of actions may be called symbolic actions, which increase significantly within play activity. The child starts to use objects not only according to the external or functional meaning but also according to the new "denomination" (Petrovski, 1985). Such a change in the use of objects also means that the child has developed the internal, constant functional image of the corresponding object and may apply this image in new, "symbolic" situations.In this process the operations with the object correspond to the proprieties of the "absent" object, which is represented within the current symbolic action. The whole process is accompanied by the gradual development of consciousness of actions and of the meaning of objects in different actions. Plays with rules and social role-play occupy an important place in psychological development. It is possible to suppose that the absence of these kinds of play activities or the lack of possibilities for being included in such activities has a negative influence on the acquisition of symbolic function at preschool age.Later on, symbolic actions pass to the perceptive level, on which it is possible to accomplish substitution or representation of the object graphically. "Perceptive actions require ... the perceptual recognition of the elements and the comprehension of the images [that] are the symbols which may serve for the child and other people ... to represent objects and events, real or imaginary" (Salsa & Vivaldi, 2012, p. 135).The level of verbal symbolic actions is the most complex at preschool age and includes the generalization of linguistic elements. A typical feature of this level is that a word has meaning and object reference (Luria, 1976). The word maybe converted into a sign because it may represent not only the concrete object but also the imaginative, symbolic object (an event, situation, feature, or action), which is not directly included in the meaning. In other words, each word has a polysemic structure that is not accessible to infants but can appear as a new, qualitative possibility at the end of preschool age. …

Indicators of reflection during acquisition of symbolic actions in preschool Colombian children