Abstract

PALIZA ARELLANO, Yovana Milagros et al. Symbolic Play: An early learning resource. Revista InveCom [online]. 2025, vol.5, n.4, e504101.  Epub June 12, 2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.15009213.

This study analyzes the influence of symbolic play on the integral development of children in early childhood education in the Peruvian context, with emphasis on the cognitive, socio-emotional, motor and linguistic dimensions. A quantitative approach was adopted, with a quasi-experimental design, using an experimental group and a control group. The sample consisted of 120 children aged 3 to 5 years from a public educational institution at the initial level in Lima. The sampling was non-probabilistic, with a margin of error of ±8.93%, and a confidence level of 95%. Data collection was carried out through the application of the observation guide designed by Verano (2017). For statistical analysis, Student's t-tests were performed to compare the means of the experimental and control groups. The results showed that the children in the experimental group obtained significantly higher scores in all the dimensions evaluated, highlighting improvements in memory (85%), problem solving (80%), empathy (88%) and cooperation (90%), compared to the control group. Likewise, it was observed that symbolic play favors verbal fluency (82%), fine motor coordination (86%) and emotional regulation (85%), consolidating itself as a comprehensive pedagogical strategy for child development. These findings underscore the importance of promoting symbolic play in educational programs to strengthen inclusive and meaningful education from early childhood.

Keywords : symbolic play; integral development; early childhood education..

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