Symbolic game in the development of social interaction skills in 5-year-old children from two Public Educational Institutions in the district of Ate-Lima
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The present research work entitled "Symbolic play in the development of social interaction skills in 5-year-old children, Lima 2021", aims to determine the incidence of symbolic play in social interaction skills in 5-year-old children. The approach was quantitative, non-experimental design, explanatory level. The sample was non-probabilistic, intentional, making up a total of 90 boys and girls enrolled in classrooms for 5 years of initial education. The instruments used were a 16-item observation guide to measure symbolic play with Cronbach's Alpha 0.985; and a 24-item questionnaire to measure Social Interaction skills, with Cronbach's Alpha 0.991; the instruments were validated by expert judgment with the qualification of applicable. As a result, it was obtained that the adjustment model indicates dependency by associating symbolic play and social interaction skills. And according to the Chi-square values is 28,200 and p = ,000 < α, the null hypothesis is rejected. Thus, it is stated that the model explains 38.8% (Nagelkerke = 0.388) of the variability of social interaction skills.
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Rousbell Roydith Talavera-Sánchez, Universidad César Vallejo - Perú
https://orcid.org/0000-0002-5235-3989
Degree in Initial Education, Master in Educational Administration, Doctorate in Education, Diploma in Public Management, Specialization in Pedagogical Monitoring and Accompaniment, basic English, basic Portuguese, Good management of the National Curriculum Design. Director at Initial Educational Institution.
I consider myself a person with a high ethical sense, competent and with a positive mental attitude, innovative, critical, analytical, respectful, supportive, tolerant with a great capacity for teamwork, committed to development.
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