The role of the teacher in the construction of the symbolic game in the children
In this article are presented 3 situations of spontaneous activities developed by preschool children and first grade of elementary children, whose analysis is orienting a reference frame. It seeks to show comprehensive elements to teachers, in order that they can have them at their disposal to offer...
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| Formato: | Artículo (Article) |
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Universidad Santo Tomás, Bogotá, Colombia
2009
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| Acceso en línea: | http://hdl.handle.net/11634/25394 |
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ir-11634-253942020-06-16T22:20:40Z The role of the teacher in the construction of the symbolic game in the children El rol del maestro frente a la construcción del juego simbólico en los niños Villalobos, Maria Eugenia symbolic games children teacher significations of the experiences interventions clinical-psychological juego simbólico niño maestro significación de la experiencia intervención clínico-psicológica In this article are presented 3 situations of spontaneous activities developed by preschool children and first grade of elementary children, whose analysis is orienting a reference frame. It seeks to show comprehensive elements to teachers, in order that they can have them at their disposal to offer children possibilities which let them to transform of their stereotyped experiences of games, called toys- games into symbolic games. The observation and the analysis of the activities performed by children, shows how they organize new representations from the new meanings that they give to their experiences. Faced to these children's processes, the teacher has a basic role to offer the meaningful experiences that support the learning processes. En el presente artículo se muestran tres formas de juego espontáneo llevadas a cabo por los niños en preescolar y primero de primaria, que orientan el marco de referencia. Se busca mostrar los elementos comprensivos de los que puede disponer el maestro para ofrecer a los niños posibilidades de transformar las experiencias de juegos estereotipados, llamados juego -juguete-, en juego simbólico. La observación y análisis de las actividades de los niños muestra cómo ellos organizan nuevas representaciones a partir de los nuevos significados que otorgan a sus experiencias. Frente a estos procesos de los niños, el maestro tiene un rol primordial para favorecer las experiencias de significación que sustentan los procesos de aprendizaje. 2009-06-21 2020-06-16T22:20:40Z 2020-06-16T22:20:40Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares https://revistas.usantotomas.edu.co/index.php/diversitas/article/view/169 10.15332/s1794-9998.2009.0002.05 http://hdl.handle.net/11634/25394 spa https://revistas.usantotomas.edu.co/index.php/diversitas/article/view/169/257 https://revistas.usantotomas.edu.co/index.php/diversitas/article/view/169/258 application/pdf text/html Universidad Santo Tomás, Bogotá, Colombia Diversitas; Vol. 5 Núm. 2 (2009); 269-282 2256-3067 1794-9998 Diversitas; Vol. 5 No. 2 (2009); 269-282 |
| institution |
Universidad Santo Tomas |
| collection |
DSpace |
| language |
Español (Spanish) |
| topic |
symbolic games children teacher significations of the experiences interventions clinical-psychological juego simbólico niño maestro significación de la experiencia intervención clínico-psicológica |
| spellingShingle |
symbolic games children teacher significations of the experiences interventions clinical-psychological juego simbólico niño maestro significación de la experiencia intervención clínico-psicológica Villalobos, Maria Eugenia The role of the teacher in the construction of the symbolic game in the children |
| description |
In this article are presented 3 situations of spontaneous activities developed by preschool children and first grade of elementary children, whose analysis is orienting a reference frame. It seeks to show comprehensive elements to teachers, in order that they can have them at their disposal to offer children possibilities which let them to transform of their stereotyped experiences of games, called toys- games into symbolic games. The observation and the analysis of the activities performed by children, shows how they organize new representations from the new meanings that they give to their experiences. Faced to these children's processes, the teacher has a basic role to offer the meaningful experiences that support the learning processes. |
| format |
Artículo (Article) |
| author |
Villalobos, Maria Eugenia |
| author_facet |
Villalobos, Maria Eugenia |
| author_sort |
Villalobos, Maria Eugenia |
| title |
The role of the teacher in the construction of the symbolic game in the children |
| title_short |
The role of the teacher in the construction of the symbolic game in the children |
| title_full |
The role of the teacher in the construction of the symbolic game in the children |
| title_fullStr |
The role of the teacher in the construction of the symbolic game in the children |
| title_full_unstemmed |
The role of the teacher in the construction of the symbolic game in the children |
| title_sort |
role of the teacher in the construction of the symbolic game in the children |
| publisher |
Universidad Santo Tomás, Bogotá, Colombia |
| publishDate |
2009 |
| url |
http://hdl.handle.net/11634/25394 |
| _version_ |
1712106443043241984 |
| score |
12,131701 |