El juego simbólico como una estrategia innovadora para contribuir al fortalecimiento de las dimensiones (cognitiva, comunicativa y corporal) del desarrollo integral del niño.

Abstract

The present research aims to demonstrate how the symbolic game contributes in the strengthening of the development of the dimensions (cognitive, corporal and communicative); And in particular to diagnose, define and establish the frequency, use and use of symbolic play as a didactic activity to contribute to the integral development of the child of the pre-garden degree, as well as the design of a primer as a pedagogical proposal based on Symbolic play in the development of children's dimensions. This proposal focuses on facilitating learning and teaching by teachers, stimulating cognitive, communicative and bodily processes. Likewise allow the teacher to use alternative or complementary methods as a way of working to facilitate the teaching and learning process of children of the institution. It was framed in the qualitative paradigm, having as a method the action research, taking as key informants the 9 teachers of the Children Home the Little Prince, focused on the two teachers of the prejardin grades. The techniques of data collection were: participant observation, field diaries, questionnaire and interview. As a result, it was obtained that in the institution the work method is based on moments, making use of free play, which indicates that the teachers do not have the strategies and tools necessary to propitiate it, therefore the processes of learning of the children are very Monotonous and repetitive.