Impacto del juego simbólico digital en el desarrollo de la función ejecutiva en niños de 4 a 5 años

Zonia Maria Aguayza Yunganaula; Karla Joselin Calero Campuzano; Ruth Elizabeth Gaibor García; Vanesa Fernanda Pacheco Chasipanta; Victoria Nataly Cárdenas Pila

doi:10.70577/ASCE/161.185/2025

Authors

Zonia Maria Aguayza Yunganaula Ministerio de Educación del Ecuador https://orcid.org/0009-0008-3938-444X
Karla Joselin Calero Campuzano Ministerio de Educación del Ecuador https://orcid.org/0009-0004-5254-412X
Ruth Elizabeth Gaibor García Ministerio de Educación del Ecuador https://orcid.org/0009-0008-7392-6783
Vanesa Fernanda Pacheco Chasipanta Universidad Central del Ecuador https://orcid.org/0009-0002-0902-5872
Victoria Nataly Cárdenas Pila Ministerio de Educación del Ecuador https://orcid.org/0009-0005-5938-5042

DOI:

https://doi.org/10.70577/ASCE/161.185/2025

Keywords:

Digital symbolic play;Executive function;Early childhood education.

Abstract

This study sought to examine the impact of digital symbolic play on the development of executive function in children aged 4 to 5 years, focusing specifically on inhibition, working memory, cognitive flexibility, and perspective-taking. This research is warranted due to the scarce empirical evidence regarding the influence of digital symbolic experiences on the cultivation of complex cognitive skills in early childhood, especially in preschool education within Latin American contexts, where these methodologies are still relatively innovative.The study population comprised 120 preschool children, categorized into control and experimental groups, from diverse metropolitan educational institutions. A multifactorial experiment was executed, encompassing a 10-week intervention structured within a mixed-method, quasi-experimental framework. Quantitative data were gathered utilizing instruments such as the Minnesota Executive Function Scale (MEFS). A control group of 120 children from urban educational facilities was analyzed to measure the quantitative variable using the MEFS, the Stroop Sun–Moon test, semantic fluency tests, and the BRIEF-P behavioral scale. The qualitative aspect was examined using organized classroom observations and semi-structured interviews with educators, enabling researchers to directly monitor executive behaviors during play. The findings indicated substantial enhancements in all areas of executive function for the intervention group, especially in inhibitory control and symbolic planning, relative to the control group. Participating teachers reported qualitative advancements in emotionally self-regulated behaviors, symbolic conflict resolution, and attention. Data triangulation confirmed the beneficial effects of digital symbolic play as an educational intervention aimed at enhancing executive functions in young children. The findings highlight the significance of incorporating digital symbolic resources into preschool education, contingent upon their intentional use within a structured pedagogical framework. The study concluded that digital symbolic play is an innovative, effective, and culturally suitable instrument for promoting neurocognitive development and fostering meaningful learning in preschool-aged children. Additional longitudinal studies were suggested to investigate the enduring effects of these therapies over time.

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