SYMBOLIC PLAY AS A MEANS OF INCLUSION IN PRESCHOOL EDUCATION

Elli Barla

Abstract


Early childhood education constitutes the foundation for a child’s cognitive, social, and emotional development. Within this framework, inclusion emerges as a key pedagogical principle, aiming to create learning environments that acknowledge, accept, and utilize diversity as a source of enrichment for everyone (UNESCO, 2005). Symbolic play, the activity in which children assign new meanings to objects, roles, and situations, is highlighted as a crucial mechanism for promoting inclusive education (Piaget, 1962; Vygotsky, 1978). The present paper examines the role of symbolic play in creating inclusive learning experiences in the preschool classroom. First, it presents the theoretical framework, focusing on the contribution of play to cognitive, social, and emotional development (Bruner, 1983). It then analyzes how symbolic play functions as a tool for enhancing social interaction, overcoming linguistic and cultural barriers, and supporting the inclusion of children with special educational needs (Florian & Black-Hawkins, 2011). Through role-taking and the creation of shared scenarios, children develop empathy, collaboration skills, and respect for diversity (Singer & Singer, 1990). The paper also presents practical proposals for symbolic play activities, such as “the neighborhood hospital,” “the international market,” and “saving the forest”, which enable the participation of all children regardless of linguistic, cultural, or learning differences. The role of the preschool teacher is identified as decisive, as differentiated planning and the creation of a safe framework enhance the active involvement of every child (Wood, 2014). In conclusion, symbolic play acts as a bridge that connects children, promoting equality, acceptance, and cooperation. Its integration into the preschool curriculum constitutes an essential strategy for shaping an inclusive school, where diversity is not only accepted but also creatively utilized.

 

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symbolic play, inclusive education, early childhood education, social interaction, empathy

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6261

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