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Revista de la Facultad de Medicina
versión impresa ISSN 0120-0011
Resumen
BONILLA-SANCHEZ, María del Rosario; SOLOVIEVA, Yulia; MENDEZ-BALBUENA, Ignacio y DIAZ-RAMIREZ, Ileana. The effect of role-playing with symbolic elements on the neuropsychological development of preschool children. rev.fac.med. [online]. 2019, vol.67, n.2, pp.299-306. ISSN 0120-0011. https://doi.org/10.15446/revfacmed.v67n2.65174.
Introduction:
Neuropsychological developmental assessment of preschool children allows determining the weak and strong mechanisms of child development and to establish the level of readiness for school learning. Social role-playing is an activity that promotes neuropsychological development.
Objective:
To present the results of the application of a social role-play program to strengthen neuropsychological development in preschool children.
Materials and methods:
A quasi-experimental longitudinal study was conducted with children who were divided into two groups: an experimental group (n=28) and a control group (n=31). Pre-test and post-test assessments were made to both groups. The experimental group participated in a role-playing program. The assessments and the program were based on the concepts of historical-cultural psychology and neuropsychology. The control group only received the official preschool curriculum.
Results:
Quantitative and qualitative analyses showed better performance in the children of the experimental group, mainly in graphic and verbal tasks, as well as greater possibilities of voluntary activity.
Conclusions:
Social role-playing promotes neuropsychological development. These results reveal the usefulness of play methods as a strategy of psychopedagogical development.
Palabras clave : Neuropsychology; Education; Child Psychology; Teaching (MeSH).