ABSTRACT
This study reflects on the relationship between role-plays and the psychic development of children aged 5 to 6 years from the perspective of cultural-historical psychology. As an example, we present excerpts of role-playing games, selected from the ones observed and filmed during six sessions of 45 minutes each, involving 12 children in preschool. The results allow inferences about their experiences and the context in which they live. At the same time, role-plays expand higher psychological processes, as they enable children to transition between actions with concrete objects and actions with meaning. We emphasize that the child experiences manifested in the games denounce serious social issues faced by educators today. Thus, the teacher must recognize and favor the educational potential of role-playing; however, the challenge of educating the contemporary child requires public policies beyond the classroom environment.
KEYWORDS:
higher psychological processes; child development; cultural-historical psychology