The ability to comprehend symbolic representations is deemed as an imperative property of human cognition in the midst of this symbol-flooded world. This study aimed to investigate the early development of thisability and its relation to self-recognition in the second year of life. I presented chidren with a novel video game (SONY PlayStation 2 Eye Toy or ET), in which child's own image is incorporated in the game's display. Using detailed observation of children's responses to the experimental and control conditions, I investigated if they recognized this unusual symbol-referent relation. I also surreptitiously marked each child on their forehead to study if they recognized themselves in the video image (VSR). The underlining assumption is that in order to pass the self-recognition task, children should grasp basic correspondence of image-referent in the video reflection. Thus, those who passed the visual self-recognition task were hypothesized to also demonstrate better performance on the eye Tyo game than those who did not pass. To examine theconsistency of this trend in the second year of life, Icompared two groups of children from early and later part of this particular time span. Participants consisted of8,24-month-olds and 12,30-month-olds. resultsrevealed that there was on difference batween older and younger children performance in both ET and VSR tasks. Although children did display some insight to the novel symbil-referent relation in the game, their performance in ETand VRS tasks was not related. Implications and suggestion for future research in this area are discussed in light of the new findings.