The imaginary situation as an essential element of social role-play in preschool children
DOI:
https://doi.org/10.17533/udea.rp.v10n2a04Keywords:
Early childhood education, Child development, Play, Imagination, Symbols.Abstract
The imaginary situation is analyzed as an essential element of a gaming experience with a group of 20 preschool children between 5 and 6 years old. The children had the possibility of creating mental images and of representing them through actions. The experience was developed in a classroom of a public educational institution in the city of Bogotá, Colombia. This experience was developed and analyzed reflexively from the perspective of historical-cultural psychology. The results show that the imaginary situations are initially promoted by the adult and then the children themselves express them symbolically on their own initiative. It highlights the use of materialized, perceptive and verbal media as support for the understanding and symbolic expression of children in the play.
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