The Social-role Play for the Formation of the Symbolic Perceptive Actions in Preschool Children | Chapter 07 | Perspectives of Arts and Social Studies Vol. 1
The
goal of this
study is to
identify how it
is possible to
promote the development
of symbolic perceptive actions by
social role play in preschool children. 20 preschool children between 5 and 6
years old from the city of Bogota were included in the study. The level of
symbolic development was assessed by application of qualitative protocol
designed for this purpose before and after inclusion of the children
in the social
role-play. The results
showed low level
of symbolic development before participation on
the playing activity.
After participation in
program based on
social role-play the children
showed enriched development
of symbolic actions.
Such changes were observed
by implementation of the same protocol after the program. The results
have permitted to propose some indicators of positive symbolic development at
perceptive level in the social role play. Among such indicators there are:
possibility of using visual representations (drawings) to solve problems that
may occur during the play, to regulate the behavior of others and the behavior
itself and to organize the actions corresponding to the
roles. We discuss the
inclusion of external perceptual means inside social role-play in
order to guarantee
development of symbolic
function. Obtained data permits
to make an important
reflection in relation
to method for
assessment of psychological
development commonly used in preschool institutions. We stress that the
level of development of symbolic activity depends not on social conditions, but
on participation in specific organized guided activity between children with
specific communicational purposes. The social role-play might be considered as
one of the paths for such development. The
content of plays and
inclusion of possibility
for creation and usage
of symbolic representation is
a powerful strategy
for positive development
of preschool children. Our
findings might be useful for reconsideration of traditional methods used
in preschool institutions in
Latin America and new
positive revalidation of
the meaning of
social role-play for preschool age within the theory of
cultural and historical development.
Author(s) Details
Claudia Ximena
González-Moreno
Pontifical Javeriana
University, Bogota, Colombia.
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