In this chapter, we address how children begin to use everyday objects symbolically in triadic communicative contexts. From the Pragmatics of the Object, we consider that the social origin of the first symbolic uses of objects is based on meanings that are already conventional, the product of prior consensus, anchored in the rules that govern the canonical uses of objects, as well as the educational role that others, mainly adults, play in this process. Furthermore, we consider that symbols constitute a semiotic system prior to language, which children use as a means both to think and to communicate and interact with others. In this chapter, we begin by reviewing different perspectives on the individual and social origin of symbol development and then address symbolic development in children with normotypical development, with Down syndrome, and among peers. We present results of our longitudinal research that allows us to understand the developmental process of the symbolic uses of objects.