Play as Representation of Sign in Preschool Children: A Sociocultural Approach

From a sociocultural Vygotskian perspective, higher psychological processes have a social origin. In other words, the subject realizes that the aforementioned processes are in operation when he or she engages in shared activities with others. In the same theoretical sense, play is an activity that g...

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Autores: Sánchez-Domínguez, Juan Pablo, Castillo Ortega, Sara Esther, Hernández López, Betzaida Marimel
Formato: artículo
Estado:Versión publicada
Fecha de publicación:2020
País:Costa Rica
Recursos:Universidad de Costa Rica
Repositorio:Portal de Revistas UCR
Idioma:español
OAI Identifier:oai:portal.ucr.ac.cr:article/40567
Acesso em linha:https://revistas.ucr.ac.cr/index.php/educacion/article/view/40567
Access Level:acceso abierto
Palavra-chave:Children's Play
Sign
Sociocultural Theory
Preschool Education
Juego infantil
Signo
Teoría sociocultural
Educación preescolar
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network_name_str Costa Rica
repository_id_str
dc.title.none.fl_str_mv Play as Representation of Sign in Preschool Children: A Sociocultural Approach
El juego como representación del signo en niños y niñas preescolares: un enfoque sociocultural
title Play as Representation of Sign in Preschool Children: A Sociocultural Approach
spellingShingle Play as Representation of Sign in Preschool Children: A Sociocultural Approach
Sánchez-Domínguez, Juan Pablo
Children's Play
Sign
Sociocultural Theory
Preschool Education
Juego infantil
Signo
Teoría sociocultural
Educación preescolar
title_short Play as Representation of Sign in Preschool Children: A Sociocultural Approach
title_full Play as Representation of Sign in Preschool Children: A Sociocultural Approach
title_fullStr Play as Representation of Sign in Preschool Children: A Sociocultural Approach
title_full_unstemmed Play as Representation of Sign in Preschool Children: A Sociocultural Approach
title_sort Play as Representation of Sign in Preschool Children: A Sociocultural Approach
dc.creator.none.fl_str_mv Sánchez-Domínguez, Juan Pablo
Castillo Ortega, Sara Esther
Hernández López, Betzaida Marimel
author Sánchez-Domínguez, Juan Pablo
author_facet Sánchez-Domínguez, Juan Pablo
Castillo Ortega, Sara Esther
Hernández López, Betzaida Marimel
author_role author
author2 Castillo Ortega, Sara Esther
Hernández López, Betzaida Marimel
author2_role author
author
dc.subject.none.fl_str_mv Children's Play
Sign
Sociocultural Theory
Preschool Education
Juego infantil
Signo
Teoría sociocultural
Educación preescolar
topic Children's Play
Sign
Sociocultural Theory
Preschool Education
Juego infantil
Signo
Teoría sociocultural
Educación preescolar
description From a sociocultural Vygotskian perspective, higher psychological processes have a social origin. In other words, the subject realizes that the aforementioned processes are in operation when he or she engages in shared activities with others. In the same theoretical sense, play is an activity that guides a child´s development and which engages the child´s basic mental function and elevates it to a higher mental function. This process is dependent upon engagement with another child who is more capable and facilitates appropriate signs or tools for mediation. According to many authors who support the Vigotskian theory, in the school classroom, the teacher is responsible for consciously planning play strategies that will require the child to strengthen the necessary signs to support their cognitive development. The goal of this study is to describe how children at play represent signs among a group of 45 preschoolers. A qualitative approach was used based on an interpretative case study modality. The children were observed in a  classroom and results recorded in a field journal. Semi-structured interviews were conducted with the class teacher and the school principal. Results were discussed through content analysis. Although the staff that was interviewed defined children´s play as a teaching method they used as part of their daily lessons, little emphasis was made on play when compared to pedagogical activities. Teachers must acknowledge that play is an essential aspect of a child´s education. Daily school activities must incorporate play with clear objectives and flexible work plans to intentionally encourage the use of signs.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-02
dc.type.none.fl_str_mv info:eu-repo/semantics/publishedVersion
Refereed article
Artículo arbitrado
artículo original
http://purl.org/coar/resource_type/c_2df8fbb1
info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.ucr.ac.cr/index.php/educacion/article/view/40567
10.15517/revedu.v44i2.40567
url https://revistas.ucr.ac.cr/index.php/educacion/article/view/40567
identifier_str_mv 10.15517/revedu.v44i2.40567
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.ucr.ac.cr/index.php/educacion/article/view/40567/43081
https://revistas.ucr.ac.cr/index.php/educacion/article/view/40567/43082
dc.rights.none.fl_str_mv Derechos de autor 2020 Revista Educación
acceso abierto
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2020 Revista Educación
acceso abierto
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/zip
dc.publisher.none.fl_str_mv Universidad de Costa Rica
publisher.none.fl_str_mv Universidad de Costa Rica
dc.source.none.fl_str_mv Revista Educación - Journal of Education; Vol. 44, Num. 2 (2020): Journal of Education (july-december); 313-328
Revista Educación; Vol. 44, Num. 2 (2020): Revista Educación (julio-diciembre); 313-328
Revista de Educación; Vol. 44, Num. 2 (2020): Revista Educación (julio-diciembre); 313-328
2215-2644
0379-7082
reponame:Portal de Revistas UCR
instname:Universidad de Costa Rica
instacron:UCR
instname_str Universidad de Costa Rica
instacron_str UCR
institution UCR
reponame_str Portal de Revistas UCR
collection Portal de Revistas UCR
repository.name.fl_str_mv Portal de Revistas UCR - Universidad de Costa Rica
repository.mail.fl_str_mv jorge.polanco@ucr.ac.cr
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spelling Play as Representation of Sign in Preschool Children: A Sociocultural ApproachEl juego como representación del signo en niños y niñas preescolares: un enfoque socioculturalSánchez-Domínguez, Juan PabloCastillo Ortega, Sara EstherHernández López, Betzaida MarimelChildren's PlaySignSociocultural TheoryPreschool EducationJuego infantilSignoTeoría socioculturalEducación preescolarFrom a sociocultural Vygotskian perspective, higher psychological processes have a social origin. In other words, the subject realizes that the aforementioned processes are in operation when he or she engages in shared activities with others. In the same theoretical sense, play is an activity that guides a child´s development and which engages the child´s basic mental function and elevates it to a higher mental function. This process is dependent upon engagement with another child who is more capable and facilitates appropriate signs or tools for mediation. According to many authors who support the Vigotskian theory, in the school classroom, the teacher is responsible for consciously planning play strategies that will require the child to strengthen the necessary signs to support their cognitive development. The goal of this study is to describe how children at play represent signs among a group of 45 preschoolers. A qualitative approach was used based on an interpretative case study modality. The children were observed in a  classroom and results recorded in a field journal. Semi-structured interviews were conducted with the class teacher and the school principal. Results were discussed through content analysis. Although the staff that was interviewed defined children´s play as a teaching method they used as part of their daily lessons, little emphasis was made on play when compared to pedagogical activities. Teachers must acknowledge that play is an essential aspect of a child´s education. Daily school activities must incorporate play with clear objectives and flexible work plans to intentionally encourage the use of signs.Desde la formulación sociocultural vigotskiana, los procesos psicológicos superiores tienen un origen social, es decir, que será la participación del sujeto en las actividades compartidas con los otros la condición y el modo en que se pueda dar cuenta de la operación de tales procesos. En este mismo sentido teórico, el juego es la actividad rectora mediante la cual el desarrollo del niño y la niña se ven comprometidos con la estructura de sus funciones mentales básicas y su movimiento a funciones mentales superiores. Para que este progreso ocurra, es necesario que a través del juego otro sujeto más capaz le facilite y le brinde los signos o instrumentos de mediación adecuados. Diversos autores de orientación vigotskiana han manifestado que dentro del aula es responsabilidad del grupo docente planear conscientemente estrategias lúdicas que le exijan al infante potenciar los signos necesarios que funcionen como apoyo y soporte para su desarrollo cognitivo. En correspondencia con lo anterior, el presente trabajo tiene como propósito describir el juego infantil como un medio para la representación de signos en una población de 45 niños y niñas de edad preescolar. Se adoptó el enfoque cualitativo a partir de la modalidad de estudio de caso interpretativo. Se efectuaron observaciones a los niños y las niñas dentro del aula, estas se registraron en un Diario de campo, de igual modo, se aplicaron entrevistas semiestructuradas a las docentes titulares y a la directora de la institución. Se trataron los resultados mediante el análisis de contenido. Por otro lado, aunque las profesoras entrevistadas definieron el juego infantil como un método de enseñanza para su práctica cotidiana, en la realidad los planes de trabajo pocos flexibles colocan a esta actividad en la periferia de su labor pedagógica. Se recomienda al personal docente reconocer el papel insoslayable del juego en la formación integral de menores del nivel preescolar y que este se vea reflejado en la incorporación de actividades lúdicas con objetivos claros y planes de trabajos flexibles que provoquen intencionadamente el uso de signos.Universidad de Costa Rica2020-07-02info:eu-repo/semantics/publishedVersionRefereed articleArtículo arbitradoartículo originalhttp://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdfapplication/ziphttps://revistas.ucr.ac.cr/index.php/educacion/article/view/4056710.15517/revedu.v44i2.40567Revista Educación - Journal of Education; Vol. 44, Num. 2 (2020): Journal of Education (july-december); 313-328Revista Educación; Vol. 44, Num. 2 (2020): Revista Educación (julio-diciembre); 313-328Revista de Educación; Vol. 44, Num. 2 (2020): Revista Educación (julio-diciembre); 313-3282215-26440379-7082reponame:Portal de Revistas UCRinstname:Universidad de Costa Ricainstacron:UCRspahttps://revistas.ucr.ac.cr/index.php/educacion/article/view/40567/43081https://revistas.ucr.ac.cr/index.php/educacion/article/view/40567/43082Derechos de autor 2020 Revista Educaciónacceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2021-05-28T15:17:53Zoai:portal.ucr.ac.cr:article/40567Portal de revistashttps://revistas.ucr.ac.cr/Universidadhttp://www.ucr.ac.crhttps://revistas.ucr.ac.cr/index.php/index/oaijorge.polanco@ucr.ac.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2025-08-13T09:54:16.866Portal de Revistas UCR - Universidad de Costa Ricafalse
score 15,228081

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