ROLE-PLAYING IN THE PRESCHOOL CLASSROOM: A THEORETICAL-CONCEPTUAL ANALYSIS FROM A CONSTRUCTIVIST PERSPECTIVE

Abstract

The article analyzed the key aspects of role-playing in the preschool classroom from a constructivist perspective in Latin America, between 2015 and 2025. The methodology was based on a qualitative-descriptive systematic literature review, structured in rigorous phases. The research question guided the planning: What are the key aspects of role-playing in the preschool classroom from a constructivist perspective in educational institutions in the Hispanic American context (2015-2025)? An exhaustive search strategy was implemented, combining key terms in Spanish and English and using Boolean operators (AND, OR) in databases such as Semantic Scholar, Google Scholar and ResearchGate. Of the documents found, 24 publications were selected after applying strict inclusion and exclusion criteria. The findings show that role-playing is a pedagogical tool determined by categories such as: role-playing, integral development of the child, pedagogical and didactic strategies with a constructivist approach and impact on learning. These findings show that role-playing contributes to strengthening socioemotional skills, language and autonomy through active learning, developing problem-solving and critical thinking in a controlled environment. However, research gaps were identified, such as the need for studies with larger samples and experimental or qualitative designs to establish clearer cause and effect relationships and to explore the combination of different play modalities.