Design of a didactic strategy based on role-playing for early childhood education children

Abstract

There are delays in the consolidation of decision-making and problem-solving, which results in late independence and deficiencies in emotional self-regulation and social skills. The research aimed to design a teaching strategy based on role-playing games that promote the autonomy of children in early childhood education. The methodology had a mixed approach, using descriptive, non-experimental, and field research, employing participant observation. The results highlight that teachers do not use role-playing games daily but by applying the strategy, children are willing to carry out the activities and solve problematic situations without help. It is concluded that role-playing games provide benefits related to movement, communication and expression, respect, and tolerance towards others.