Symbolic Play in the Development of Early Childhood Competencies DOI:

Abstract

The symbolic game explains the genesis established according to the playful criteria for each early childhood stage; the interpretation of the intellectual structure acquired at this stage through tools that stimulate and promote cognitive and motor development allows children to develop various skills. The present study sought to analyze the symbolic game in developing competencies in the first instance from an educational, cognitive, and motor perspective. It was based on a systematic review of the literature under the inductive method with, positivist paradigm a quantitative approach with an experimental Documentary-type topical narrative design that strictly adhered to the guidelines established in the PRISMA statement. Twenty-five papers were identified by inclusion and exclusion criteria, and their results were synthesized in a matrix that promoted the analysis of content by year of publication, country of origin, methodological approach, and importance of the contributions of the review. It was recognized through the triangulated findings of information that the symbolic game in the development of competencies is based on five aspects: symbolic game, learning, materials, learning environments, and role of the adult; it was also framed in the sense of knowledge production that could subsidize the prevalence of the importance of symbolic games intervention for professionals working in education and health contexts with a focus on promoting socio-cognitive and linguistic development in the early years of life.