“El juego simbólico como estrategia lúdica para el desarrollo de la convivencia en niños de inicial II”

Abstract

Symbolic play as a ludic strategy presents a significant opportunity for children to practice social skills and positive coexistence behaviors. Through a literature review, this study analyzed the existing evidence regarding its effectiveness in addressing problems that usually occur during the preschool stage. Specifically, the potential of mediated peer dramatization experiences was explored through symbolic play as a ludic approach to model strategies for peaceful conflict resolution, effective communication, teamwork, and following collective norms. The study used documentary collection and analysis techniques, a descriptive qualitative approach, and a non-experimental design. Based on the guiding question, the contributions of various studies that link symbolic play with dimensions of coexistence during the preschool stage are categorized and compared. The findings identified prevalent issues in which symbolic play, as a ludic strategy, enables the rehearsal of solutions. These are mediated play activities to strengthen communication skills, behavioral self-regulation, frustration management, and consideration of others’ needs in young children. Furthermore, criteria and practical guidelines were also provided for teachers and parents to implement practical educational experiences based on role-playing problem-solving, coexistence rules, and emotional expression.