<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2011-3080</journal-id>
<journal-title><![CDATA[CES Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[CES Psicol]]></abbrev-journal-title>
<issn>2011-3080</issn>
<publisher>
<publisher-name><![CDATA[Universidad CES]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2011-30802016000200080</article-id>
<article-id pub-id-type="doi">10.21615/cesp.9.2.6</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Caracterización del nivel de desarrollo de la función simbólica en niños preescolares]]></article-title>
<article-title xml:lang="en"><![CDATA[Characterization of development level of the symbolic function in preschool children]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Moreno]]></surname>
<given-names><![CDATA[Claudia Ximena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solovieva]]></surname>
<given-names><![CDATA[Yulia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Iberoamericana de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Estatal de Moscú  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Rusia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>9</volume>
<numero>2</numero>
<fpage>80</fpage>
<lpage>99</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2011-30802016000200080&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2011-30802016000200080&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2011-30802016000200080&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio es caracterizar el nivel de adquisición de la función simbólica en niños preescolares colombianos. Participaron 39 niños a quienes se les aplicó el protocolo de evaluación psicológica cualitativa que permite caracterizar la adquisición de la función simbólica en los niveles materializado, perceptivo y verbal; basado en el concepto de la zona del desarrollo próximo lo cual implica la participación activa del niño, y diversas formas de ayuda por parte del evaluador. Los resultados señalan un bajo nivel de desarrollo de la función simbólica al final de la edad preescolar; además posibilitan conocer cómo el niño preescolar realiza tareas simbólicas a partir de apoyos verbales del adulto. Se discute la importancia del espacio de colaboración entre el adulto y los niños en el que se usa el lenguaje como medio de apoyo para la ejecución de acciones simbólicas y para la creación independiente de diversas formas de representación materializada, perceptiva y verbal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this study is to characterize the acquisition level of the symbolic function in Colombian preschool children in the city of Bogotá. The study involved 39 children. Children were assessed by a protocol of qualitative psychological evaluation to characterize the acquisition of the symbolic function in materialized, perceptual and verbal levels. The protocol is based on the zone of proximal development concept, which involves the active participation of children and the use of various forms of assistance from the evaluator. The results of the protocol evaluation indicate a low development level of the symbolic function at the end of preschool age. The findings of this study are useful in both education and psychology fields, as it possible to know how the preschool child performs symbolic tasks from the adult&#8217;s verbal support. The importance of cooperation space between adult and children in which language is used as a means of support for the implementation of symbolic actions and for independent creation of various forms of materialized, perceptual, and verbal representation is discussed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Función Simbólica]]></kwd>
<kwd lng="es"><![CDATA[Edad Preescolar]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo Psicológico]]></kwd>
<kwd lng="es"><![CDATA[Evaluación Del Desarrollo]]></kwd>
<kwd lng="es"><![CDATA[Enfoque Histórico Cultural]]></kwd>
<kwd lng="en"><![CDATA[Symbolic Function]]></kwd>
<kwd lng="en"><![CDATA[Preschool Age]]></kwd>
<kwd lng="en"><![CDATA[Psychological Development]]></kwd>
<kwd lng="en"><![CDATA[Psychogenesis]]></kwd>
<kwd lng="en"><![CDATA[Assessment of Development]]></kwd>
<kwd lng="en"><![CDATA[Developmental Measures]]></kwd>
<kwd lng="en"><![CDATA[Cultural Historical Approach]]></kwd>
</kwd-group>
</article-meta>
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