The adult accompaniment in the Installations for Play: metaphors of life relationships with and from early childhood.

Abstract

Symbolic Play Installations are a context created as an intersubjective space for relationships that offers objects in a transformable space inspired by the aesthetics of contemporary art and a psychopedagogical foundation that encompasses the history of children's relationships with their environment. In this socio-educational proposal, it is essential to value the different actions and attitudes of the adult accompanying spontaneous play in the context of the 0-3-year-old preschool. Thus, the role of this reference figure should not be limited to being a mere external observer of the game, as they are an inherent part of the different dynamics that occur in the interactions generated in any context of life and relationships. This study therefore proposes observing and defining their performance in the play space to convey the importance of their presence, corporality, gestures, availability, support, and ways of positioning themselves during the play session to accompany and recognize the symbolic actions of children. Authors such as D.W. Winnicott and B. Aucouturier have already provided fundamental ideas as an important reference for understanding their meaning. Finally, the methodological approach has adopted the action research model, following a sequence of cycles or significant moments: planning, action, observation, and reflection, fostering the participation of the entire educational community involved in the development of Symbolic Play Facilities with and from early childhood