CARACTERIZACION DEL NIVEL DE DESARROLLO DE LA FUNCION SIMBOLICA EN NINOS PREESCOLARES (Characterization of Development Level of the Symbolic Function in Preschool Children)
El objetivo de este estudio es caracterizar el nivel de adquisicion de la funcionsimbolica en ninos preescolares colombianos. Participaron 39 ninos aquienes se les aplico el protocolo de evaluacion psicologica cualitativa quepermite caracterizar la adquisicion de la funcion simbolica en los nivelesmaterializado, perceptivo y verbal; basado en el concepto de la zona deldesarrollo proximo lo cual implica la participacion activa del nino, y diversasformas de ayuda por parte del evaluador. Los resultados senalan unbajo nivel de desarrollo de la funcion simbolica al final de la edad preescolar;ademas posibilitan conocer como el nino preescolar realiza tareassimbolicas a partir de apoyos verbales del adulto. Se discute la importanciadel espacio de colaboracion entre el adulto y los ninos en el que se usael lenguaje como medio de apoyo para la ejecucion de acciones simbolicasy para la creacion independiente de diversas formas de representacionmaterializada, perceptiva y verbal. Palabras claves: Funcion Simbolica, Edad Preescolar, Desarrollo Psicologico,Evaluacion Del Desarrollo, Enfoque Historico Cultural. Abstract The aim of this study is to characterize the acquisition level of the symbolicfunction in Colombian preschool children in the city of Bogota. The studyinvolved 39 children. Children were assessed by a protocol of qualitative psychologicalevaluation to characterize the acquisition of the symbolic functionin materialized, perceptual and verbal levels. The protocol is based on thezone of proximal development concept, which involves the active participationof children and the use of various forms of assistance from the evaluator.The results of the protocol evaluation indicate a low development level ofthe symbolic function at the end of preschool age. The findings of this studyare useful in both education and psychology fields, as it possible to knowhow the preschool child performs symbolic tasks from the adult's verbalsupport. The importance of cooperation space between adult and childrenin which language is used as a means of support for the implementation ofsymbolic actions and for independent creation of various forms of materialized,perceptual, and verbal representation is discussed. Keywords: Symbolic Function, Preschool Age, Psychological Development,Psychogenesis, Assessment of Development, Developmental Measures,Cultural Historical Approach. DOI: http:/dx.doi.org/10.21615/cesp.9.2.6