Journal of Modern Foreign Psychology
2022. Vol. 11, no. 2, 31–49
doi:10.17759/jmfp.2022110203
ISSN: 2304-4977 (online)
Reflective and creative use of symbolic means in play with social roles
Abstract
This study presents the analysis of an intervention, in which the play with social roles was used with the use of symbolic means for the development of symbolic function in a group of 18 preschool children from Bogot, Colombia. The experimental training method proposed by Vygotsky was used in the activity of play with social roles. The analysis is made before and after the participation of the group of children in the program designed to identify changes in the symbolic function at the levels: materialized, perceptive and verbal. An analysis of the role that is fulfilled, the rules and the use of symbolic means in the play is also made. It is concluded that the mediatization and the social situation of development that is generated in the play with the use of symbolic means make possible the development of the will, which is the most important feature of personality development.
General Information
Keywords: play; symbolic function; personality; activity; preschool development
Journal rubric: Developmental Psychology and Age-Related Psychology
Article type: scientific article
DOI: https://doi.org/10.17759/jmfp.2022110203
For citation: Gonzalez-Moreno C., Solovieva Y. Reflective and creative use of symbolic means in play with social roles [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2022. Vol. 11, no. 2, pp. 31–49. DOI: 10.17759/jmfp.2022110203. (In Russ., аbstr. in Engl.)
Full text
Introduction
Method
Participants
Procedure
Instrument
Results
Play type |
Tareas |
Directed play |
1) What play do you like? Why? How do you explain that play? |
2) Imagine that you are going to play hospital with all the children in your room. What would you use to play hospital? |
|
3) If you play hospital with all the children in your room, what roles do you think they could play? |
|
4) In the hospital play with all the children in your room, how do you choose the roles? Imagine that everyone wants to be a doctor. How do you get them to agree to choose different characters? Do you propose any other option? |
|
5) Imagine that you are the doctor. What would you say to a patient? What else could you tell him? Why would you tell him that? What does that mean you say? |
|
Free play |
Some toys are placed on the table and it is said "here we have different toys, how would you like to play with them? What play do you propose?" Materials: plates, doll, cutlery, pot, sticks, cubes, rectangle, square, triangle Execution: the possibility of the child to propose and organize the play independently is observed, as well as the knowledge and mastery of it. If necessary, the play and its variants and rules are suggested. Help: If the child does not start then the adult proposes the play. Imagine that this child is very hungry, what do you think we could prepare for him? The child is expected to continue. |
Play type |
Task |
Types of answers |
|
Pre-test |
Post-test |
||
Directed play |
What play do you like? |
I like to play ball and hide and seek |
I like to play hospital, supermarket, shoe store, veterinary clinic, to discover treasures. |
Imagine that you are going to play hospital with all the children in your room. What would you use to play hospital? |
I would use syringes and that's it. |
I would use a device to listen to the patients' hearts, a gown, some cards so that the nurse can call the patients in order. |
|
In the hospital play with all the children in your room, how do you choose the roles? Imagine that everyone wants to be a doctor. How do you get them to agree to choose different characters? Do you propose any other option? |
I do not know. |
I would use a pirinola so that the children know what role we are going to play. If all the children in my room want to be doctors, then we could not play hospital because we need the patients, the nurses, a janitor and a hospital director. I think we could let one doctor do the heart, one the head, and one the legs and arms. We could have three doctors. |
Play type |
Task |
Pre-test Negative developmental indicators |
Post-test Positive developmental indicators |
Directed play |
What plays do you like? |
· Unspecific use of objects · Does not follow adult guidance · Misses the objective of the activity · does not answer · Responds with support from adult guidance · Cannot explain the reason for the choice of plays · Can't explain how to play the plays he chooses |
· Follows the direction of the adult · Maintains the objective of the activity · Reciprocity is evidenced in dialogic conversation in the roles of speaker and listener · Answers that he likes the roles, mention some of the themes · Maintains the objective of the activity the plays that were considered during the intervention |
Imagine that you are going to play hospital with all the children in your room. What would you use to play hospital? |
· Cannot identify objects that could be used to play hospital does not answer · Misses the point of what is being asked · Cannot identify the roles that could participate · Confuses roles with objects to use does not answer · Misses the point of what is being asked |
· Choose some objects, substitutes for objects and symbols characteristic of the hospital theme such as: the notebook, sheets, pens, the cross symbol, the role symbols, the closed and open symbols, the shift symbols patients, gowns, caps · Maintains the objective of the activity · Mentions characteristic roles of the hospital: doctors, nurse, patients, toilet man, cashier, administrator · Maintains the objective of the activity |
|
In the hospital play with all the children in your room, how do you choose the roles? Imagine that everyone wants to be a doctor. How do you get them to agree to choose different characters? Do you propose any other option? |
· Does not answer · Can't choose the roles · Misses the point of what is being asked |
· Mentions that he could use the pirinola, or the color roulette or that each child chooses the role he wants because it is the one he likes the most · Maintains the objective of the activity |
|
Imagine that you are the doctor what would you say to a patient? What you could more say? Why did you would you say that? What does that mean that you say? |
· Does not answer · Cannot identify what to say to a patient · Misses the point of what is being asked |
· Mentions characteristic phrases that uses the doctor with patients: · Maintains the objective of the activity «good afternoon», «what hurts», «how does it feel» |
|
What rules do you think we need to play hospital? |
· Does not answer · Cannot identify rules in the play · Misses the point of what is being asked |
· Poses rules of the play in a way deployed · Explains the use of rules for the play · Maintains the objective of the activity |
|
Free play |
Propose a play using different symbolic means |
· Does not answer · Fails to propose a play · Misses the point of what is being asked |
· Suggest a play · Use items with a purpose · Poses the use of objects as substitutes · Participate in the roles of speaker and listener in a deployed way considering the theme · Maintains the objective of the activity |
Level |
Reflective use |
Creative use |
Symbolic materialized actions |
* Children are aware of their actions with objects as substitutes for another and use them in an expanded way in their roles and relationships with others during play. |
* Children use an object as a substitute for another, attributing multiple functions to it in the play according to the needs that are generated in a group. |
Symbolic perceptual actions |
* Children are aware of the use of graphic symbols (icons), they attribute sense and meaning to them to plan and solve problems, and they use them in an expanded way. |
* Children propose the use of graphic symbols (icons) on their own initiative and attribute emotional meaning to them. |
Symbolic verbal actions |
* Children are aware of what they say to establish dynamic communicative relationships with other roles. |
· Expression of their own ideas to create imaginary situations and stories that they manage to represent through roles. · Images created by imagination arouse real feelings and emotions. · Children manage to communicate feelings and emotions to the other participants in the play during their interactions. |
House building symbol MV girl |
Symbol of the big bad wolf trying to enter through the door of a house of the little pigs |
Symbol of the character who launched the wolf when he tried to knock down the pigs' houses AI child |
Symbol of the musical instruments used to enchant the big bad wolf MV and AI group drawing |
Symbol of the enchanted bottle that transformed the wolf into a good and kind wolf EC Girl |
Celebration ice cream symbol AD child |
Discussion
Elements of social role play |
Pre-test |
Post-test |
Role |
Unstable participation in the role. |
Deep emotional involvement of children with their role. |
Rules |
Difficulty accepting the rule, tendency to act impulsively. |
The rules are linked to the way of communicating the experience and vision of the world. |
Use of symbolic means |
Difficulty in using diverse symbolic means in a creative and open way at the levels: materialized, perceptual and verbal. Difficulties were identified in proposing and maintaining an objective in the activity. |
Possibility of creating and representing different imaginary situations. Use of narrative language to represent real and imagined experience. The use of symbolic means at the materialized, perceptual and verbal levels helped the development of voluntary activity because it made it possible for children to direct their actions towards an established goal considering the interactive social relationships with the other roles. |
Conclusions
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