El rol del maestro frente a la construcción del juego simbólico en los niños

In this article are presented 3 situations of spontaneous activities developed by preschool children and first grade of elementary children, whose analysis is orienting a reference frame. It seeks to show comprehensive elements to teachers, in order that they can have them at their disposal to offer...

Full description

Autores:
Villalobos, Maria Eugenia
Tipo de recurso:
Fecha de publicación:
2009
Institución:
Universidad Santo Tomás
Repositorio:
Universidad Santo Tomás
Idioma:
spa
OAI Identifier:
oai:repository.usta.edu.co:11634/40200
Acceso en línea:
https://revistas.usantotomas.edu.co/index.php/diversitas/article/view/169
http://hdl.handle.net/11634/40200
Palabra clave:
symbolic games
children
teacher
significations of the experiences
interventions clinical-psychological
juego simbólico
niño
maestro
significación de la experiencia
intervención clínico-psicológica
Rights
License
http://purl.org/coar/access_right/c_abf2
Description
Summary:In this article are presented 3 situations of spontaneous activities developed by preschool children and first grade of elementary children, whose analysis is orienting a reference frame. It seeks to show comprehensive elements to teachers, in order that they can have them at their disposal to offer children possibilities which let them to transform of their stereotyped experiences of games, called toys- games into symbolic games. The observation and the analysis of the activities performed by children, shows how they organize new representations from the new meanings that they give to their experiences. Faced to these children's processes, the teacher has a basic role to offer the meaningful experiences that support the learning processes.