The topic of this study is to generate knowledge about children’s understanding

of graphical symbols. These forms of knowledge are prevalent in contemporary

societies, for example, in the form of letters, numbers, road signs, maps, and

computer icons. More specifically, in this thesis is scrutinized in detail how

children develop symbolic skills and how this can be supported through

educational activities. The theoretical basis of the study is variation theory

(Marton & Tsui, 2004). This theory conceptualizes learning in terms of

differentiation and integration. Two empirical studies are reported. The first is

about two children, Olle and Lasse, who both are in the age span four to five

years. How these children handle graphical symbols in the form of producing

signs that they put up in their homes are followed over time. Hence, the

children’s own make and use of symbols in their everyday life are studied. In the

second empirical study, the findings from the first study and theoretical insight

from variation theory are orchestrated in a preschool center with two teachers

and twelve children, to see if these principles can be functional in supporting

children’s development of symbolic understanding. Both studies are based on

video data. The findings are that a particular pattern of variation entitled,

‘contrast’ is functional in developing such insight, while another pattern of

variation entitled, ‘induction’ is not. In addition, meta-communication is argued

to be important not only for the researcher to gain access to the child’s

understanding but also to the child’s development as such. The theoretical

distinction made by Vygotsky between ‘pseudo concepts’ and ‘concepts (proper)’

is used to discuss the findings.