TEACHER TRAINING: THE USE OF SYMBOLIC GAMES FOR THE DEVELOPMENT OF CHILDREN'S ORAL EXPRESSION

Abstract

This article aimed to analyze the relevance of teacher training for the use of symbolic games as a pedagogical resource aimed at developing children’s oral expression. The research was carried out through a qualitative, bibliographic approach, based on books, scientific articles, and documents that discuss playfulness, child development, and didactics. The results showed that symbolic games favor vocabulary expansion, thought organization, and narrative construction, helping children express themselves more confidently and creatively. It was also found that playful practice promotes peer cooperation, socialization, and overcoming shyness, in addition to enabling greater inclusion and equity in the learning process. The analysis also revealed that the intentional mediation of teachers is essential to enhance the benefits of play, transforming it into a planned pedagogical instrument. It is concluded that symbolic games, when consciously integrated into school planning, constitute a valuable educational resource capable of strengthening orality and contributing to the integral development of children.