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.

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