El juego de roles en el desarrollo del valor de la solidaridad en niños de 4 a 5 años

Abstract

Role-playing is a key strategy in early childhood education due to its ability to foster emotional and social development in children. In this context, the present study aims to analyze how role-playing influences the development of the value of solidarity in children aged 4 to 5 years in an early education institution. To address this issue, a qualitative methodology with a phenomenological design was applied, based on triangulation integrating direct classroom observation, semi-structured interviews with teachers, and the review of theoretical foundations. The findings reveal that, although role-playing is not frequently implemented in pedagogical practices, it represents a tool with high potential to promote prosocial behaviors such as sharing, collaborating, and helping. Observations showed that these attitudes emerge more often when the teacher actively intervenes through intentional planning and clear rules. It was also found that many children are in the process of internalizing the value of solidarity, displaying empathetic attitudes in some cases but also egocentric behaviors typical of their developmental stage. Teachers recognize the value of symbolic play for channeling emotions, promoting coexistence, and facilitating the learning of values. The theoretical support from authors such as Vygotsky, Piaget, Erikson, Bandura, and Hoffman reinforces the importance of play in moral development from early ages. In conclusion, pedagogically mediated roleplaying is established as an effective strategy to strengthen solidarity in early childhood.