Why Pictures are not the same as Symbols (Displayed in en-GB)

It is not unusual to hear symbols used for communication described as “just pictures”. The two are often used interchangeably as shorthand in everyday conversation, in classrooms, and even in professional settings. However, this hides an important distinction and this is not an argument for choosing one over the other. Pictures and symbols each play a valuable, complementary role in developing communication skills, particularly for children, emergent communicators, and people who use Augmentative and Alternative Communication (AAC).

Perhaps I am over simplifying but there is some truth in saying that “Pictures show things; symbols represent A picture shows what something looks like. A photograph of a bridge usually captures a specific bridge, at a specific time, in a specific setting. As a keen photographer I know that pictures are rich in detail, context, and visual information.

A symbol is different. By contrast it is designed to represent meaning rather than appearance. A symbol for “bridge” does not aim to depict a particular bridge.

Instead, it stands for the general concept of “bridge” in a consistent and repeatable way. This abstraction is intentional. Symbols remove unnecessary visual detail so that the focus remains on meaning rather than complexity. If we want the bridge to represent a specific bridge we add its name or an extra signifier to represent “Sydney Harbour” bridge.

This mirrors how written language works. The written word “bridge” does not resemble a bridge, yet it reliably represents the idea of one. Symbols sit between pictures and written words on the abstraction spectrum, which makes them especially useful for supporting communication development.

Symbols are part of a language system

Communication symbols are designed to work within a wider system supporting interaction and dialogue. Symbol sets are structured so that users can combine symbols, express relationships between ideas, and generate new messages. A symbol for “go” can be combined with “park”, “school”, or “not” to express different intentions.

Pictures do not usually function in this way. A photo of a park may show where someone went, and when selected may be interpreted alongside sounds and non verbal cues as expressing a choice. But the picture alone does not inherently express desire, tense, or negation without that interpretation by a communication partner. Pictures invite interpretation, while symbols enable direct expression.

This is why symbols are central to AAC systems. They are not prompts or decorative visuals; they are tools that allow people to say what they mean when speech or text is not accessible.

Why pictures still matter

Despite the power of symbols, pictures play an important role in communication development. Communication does not begin with abstraction. It begins with shared attention, recognition, and connection to real experiences.

Pictures, particularly photographs, are often easier to recognise for early communicators. A photo of a familiar object, place, or person connects directly to lived experience. Pictures support joint attention, early vocabulary development, memory, and emotional engagement. They are also important for those experiencing cognitive decline and the loss of communication skills as they are so grounded in lived experience. A photo of one’s daughter will always carry additional weight and status as representing that person. So, for many learners, pictures provide a crucial starting point for understanding that communication can represent the world.

Pictures and symbols: sharing the development of representation

A key milestone in communication development is understanding that one thing can stand for another. Pictures may help learners make this leap. A child may first recognise a photo of their own snack. Over time, they may learn that a simplified drawing also refers to snacks in general. Later, they may use a symbol to request food, and eventually learn the written word. Each step moves further from concrete representation toward abstract language. This isn’t a linear progression, instead a complex set of variables are in place, it may be that the snack logo at the heart of representation, even more so than the snack itself. A visit for a burger might be best represented by the golden arches for an individual, more effectively than a drawing of a burger in a bun.

Symbols rely on this understanding of representation, but pictures often help learners build it.

Reducing cognitive load

Pictures can sometimes contain too much information. Background detail, perspective, and irrelevant visual elements can distract from the core message. For some learners, this increases cognitive load and makes communication harder.

Symbols are simplified, focused on meaning, they make it easier to scan, select, and combine messages. This supports efficiency, consistency, and independence in communication.

Pictures remain valuable when rich context is helpful, such as recounting experiences or sharing personal stories.

Pictures and symbols together

This is not a question of pictures versus symbols. Effective communication support uses both. Pictures ground communication in real experiences. Symbols enable flexible, generative language. Together, they support a progression from concrete understanding to abstract expression.

Symbols for communication are not simplified pictures. They are language tools. When someone selects a symbol, they are not pointing at an image; they are expressing meaning.

Understanding the distinctive roles of pictures and symbols allows us to design communication tools and systems that genuinely support language development, autonomy, and participation.