SYMBOLIC GAMES AND COGNITIVE DEVELOPMENT

Abstract

This study addressed play as a structuring element of children's learning, emphasizing symbolic games and imagination as key factors for cognitive development. The research problem was: how did symbolic games and imagination contribute to the cognitive development of children in the learning process through play? The main objective was to analyze these contributions by recognizing the role of playfulness in the contemporary educational context. This was bibliographic research based on authors who discuss playful pedagogical practices, the use of technology in early childhood education, and formative assessment processes. The development examined the role of symbolic play as a form of representation and imagination as a core element in building thought. It also discussed how technology and artificial intelligence, when used properly, can enhance playful experiences. The study concluded that symbolic games favor meaningful learning and the development of cognitive, social, and creative skills, reinforcing the need for pedagogical practices that treat play as an educational tool rather than mere recreation. Finally, the need for public policies that ensure appropriate conditions for integrating playfulness into the school curriculum was highlighted.