La autonomía y su relación con el juego simbólico en niños de 3 a 4 años de educación inicial

Abstract

The present degree work has as its theme: Autonomy and its relationship with symbolic play in children from 3 to 4 years of early education, which was developed from the problems found in an institution in the city of Santa Rosa, where it was evidenced that lack of autonomy in children, therefore, the need to implement the symbolic play as a strategy that serves to strengthen independence in infants becoming self-confident and able to make their own decisions arises, therefore the following objective was raised, To determine the relationship between autonomy and symbolic play in children from 3 to 4 years of Early Education The type of research is quantitative in nature with a descriptive scope and a non-experimental design, where the instruments applied were: a questionnaire with closed questions addressed to 4 teachers and 70 parents, and on the other hand, an estimation scale for 70 children. Therefore, the results obtained reflect that the children are gradually in the process of acquiring their autonomy since they still need the constant support of an adult to carry out personal and academic activities. Finally, it is concluded that through the observations and the results of the instruments applied, it was evidenced that there are children who are in the process of acquiring skills in relation to autonomy, which is why it is intended to implement symbolic play as a strategy in the process of acquiring autonomy, and that is why it is intended to implement symbolic play as a strategy in the process of acquiring autonomy.