This paper aims to illustrate a novel approach to the study of cognitive development by researching two domains of knowledge that have remained separated: action understanding and symbolic understanding of images. First, we show recent research on young children’s action understanding through live actions and actions in images. Then, we address young children’s early symbolic understanding of images in general and digital images displayed in a tablet. Finally, we present some studies that have linked both paths by analyzing the symbolic understanding of images that represent real actions in children aged 2 or older.

This paper aims to illustrate a novel approach to the study of cognitive development by researching two domains of knowledge that have remained separated: action understanding and symbolic understanding of images. First, we show recent research on young children’s action understanding through live actions and actions in images. Then, we address young children’s early symbolic understanding of images in general and digital images displayed in a tablet. Finally, we present some studies that have linked both paths by analyzing the symbolic understanding of images that represent real actions in children aged 2 or older.

Shared book reading is a very common activity during early childhood. However, few researches analyze reading sessions with babies under one-year of age. This study aims to describe and compare mothers’ interaction styles with their 9-month-old babies during reading and daily routines at home (such as bathing, playing, or feeding). Findings show that mothers tend to adopt a more dialogical style during reading and a more direct approach during day-to-day activities. Babies mostly perform manipulative actions on books. In response to maternal interventions, infants respond in a more contingent and conventional way. Results suggest that mothers play a significant role in structuring shared reading experiences within the first year of life, supporting the recommendation to increase reading at early ages.

Shared book reading is a very common activity during early childhood. However, few researches analyze reading sessions with babies under one-year of age. This study aims to describe and compare mothers’ interaction styles with their 9-month-old babies during reading and daily routines at home (such as bathing, playing, or feeding). Findings show that mothers tend to adopt a more dialogical style during reading and a more direct approach during day-to-day activities. Babies mostly perform manipulative actions on books. In response to maternal interventions, infants respond in a more contingent and conventional way. Results suggest that mothers play a significant role in structuring shared reading experiences within the first year of life, supporting the recommendation to increase reading at early ages.

Shared book reading is a very common activity during early childhood. However, few researches analyze reading sessions with babies under one-year of age. This study aims to describe and compare mothers’ interaction styles with their 9-month-old babies during reading and daily routines at home (such as bathing, playing, or feeding). Findings show that mothers tend to adopt a more dialogical style during reading and a more direct approach during day-to-day activities. Babies mostly perform manipulative actions on books. In response to maternal interventions, infants respond in a more contingent and conventional way. Results suggest that mothers play a significant role in structuring shared reading experiences within the first year of life, supporting the recommendation to increase reading at early ages.