El juego simbólico para el desarrollo de las nociones temporo espaciales en infantes de inicial 2

Abstract

The present master'sproject entitled symbolic play for the development of temporal-spatial notions in infants of initial 2, children are in the process of acquiring cognitive and socio-emotional skills, and temporal-spatial notions play a fundamental role in this development . Additionally, the application of pedagogical strategies, specifically symbolic play, is explored. To carry out this research, a mixed approach was applied, combining quantitative and qualitative methods. The sample is 37 children aged 4 and 5 years, 2 Early Education teachers and 3 directors of the "Ecuador" Basic Education school. An analysis of the existing literature on symbolic play and cognitive development in early childhood was carried out. In addition, a field study was carried out with a group of preschool children, where activities based on symbolic play were implemented with a focus on temporal-spatial notions. Data were collected through direct observations, questionnaires, and interviews with teachers and parents. The results of the research indicate that symbolic play is an effective tool. During symbolic play activities, children represent imaginary situations that allow them to explore and understand temporal and spatial concepts. Interacting with fictional objects and settings enriches your understanding of time, sequences, and the relationship between events. Likewise, it was observed that adequate stimulation adapted to the level of cognitive and motor development of children is essential for the optimal development of these notions. By way of conclusions, symbolic play is revealed as an effective pedagogical strategy for the development of temporal-spatial notions in preschool 2nd grade infants. Children who participated in symbolic play activities showed a greater understanding and application of temporal and spatial concepts. compared to those who did not participate in these activities. This highlights the importance of incorporating symbolic play in a structured and directed manner in early childhood educational programs. Likewise, the need to adapt these activities to the individual needs of each child is highlighted to guarantee optimal development of temporal-spatial notions at this stage of growth and learning. These findings have significant implications for pedagogy and the design of educational programs to enhance cognitive and socioemotional development in early childhood. Keywords: Symbolic play, Temporo-spatial notions, Infants of initial 2, Cognitive development, Pedagogical strategies, Early childhood.