VALORACIÓN DEL NIVEL DE DESARROLLO SIMBÓLICO EN LA EDAD PREESCOLAR (ASSESSMENT OF THE LEVEL OF SYMBOLIC DEVELOPMENT IN PRESCHOOL AGE)
Abstract
La edad preescolar constituye una de las etapas más importantes en el desarrollo psicológico del niño. En esta edad surgen las formaciones psicológicas nuevas como habilidades psicológicas de preparación del niño para su ingreso a la escuela, las cuales inducen al niño a experimentar cambios en su desarrollo cognitivo y en su personalidad. La función simbólica, neoformación esencial en esta edad, se refiere a la capacidad del niño para representar objetos ausentes a través del uso de símbolos y signos, de acuerdo a su edad psicológica y medio sociocultural. El desarrollo de la función simbólica contribuye, a su vez, al desarrollo de otras funciones psicológicas como la actividad verbal, la lectura, la escritura, el desarrollo del pensamiento conceptual y matemático elemental, indispensables para la actividad escolar. El objetivo de este estudio es describir las características del nivel de desarrollo de la función simbólica en niños mexicanos de edad preescolar. En el estudio participaron 59 niños que cursaban el tercer grado de preescolar en una institución suburbana, a todos ellos se les aplicó el protocolo de evaluación de la función simbólica, instrumento conformado sobre la propuesta histórico-cultural del desarrollo psicológico infantil. Los resultados de la evaluación psicológica revelan la ausencia de formación de la función simbólica en los niños, situación que puede repercutir en su desarrollo psicológico, intelectual y en su éxito escolar.
Palabras clave: edad preescolar, desarrollo psicológico infantil, función simbólica, preparación para la escuela.
Abstract
The preschool age is one of the most important stages in psychological development of a child. In this age, new psychological skills arise in order to master children to start school formation; these abilities lead to cognitive and personal traits changes. The Symbolic function, essential at this age, refers to children's ability to represent absent objects through the use of symbols and signs according to their psychological age and sociocultural environment. The development of the symbolic function, also contributes to facilitate other psychological functions indispensable for school performance, such as verbal activity, reading, writing, as well as elemental acquisition of conceptual and mathematical thinking. The goal of this article is to describe the characteristics of the symbolic function development level in preschoolers. In the present study, 59 third grade students from a suburban preschool in Mexico participated. All of them were tested by the assessment protocol of symbolic function, the proposed instrument focused on historical-cultural child psychological development. The findings presented low development level of the symbolic function in children, a situation that may impact on their psychological, intellectual and school success.
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Keywords: Preeschool Age, Preeschool Students, Preeschool Education, Child Psychological Development, Child Psychology, Childhood Development, Symbolic Function, School Transition, Preparation for SchoolDownloads
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