DRAMATIC PLAY: AN ESSENTIAL TOOL FOR FOSTERING SELF-REGULATION IN CHILDHOOD AND EDUCATIONAL INCLUSION

Abstract

Dramatic play stands as a fundamental tool in early childhood education, because it not only provides a space for creative expression, but also plays a peremptory role in the development of children's emotional, cognitive and social self-regulation, essential skills for their overall well-being and future success. The main objective of this article as an essay is to conduct an objective exploration of the incidence of dramatic play in children's self-regulation and its alignment with the Sustainable Development Goals (SDGs), particularly SDGs 4 and 10, which are related to inclusive and quality learning opportunities that help reduce educational gaps and promote equality in early education in Colombia. To achieve this purpose, an updated literature review was conducted, analyzing the results of relevant studies and the reflections of experts in early childhood education. This methodology allowed us to identify scientific evidence that supports the incorporation of dramatic play in transition classrooms. It is concluded that the use of dramatic play, enriched by effective adult interventions, can significantly enhance self-regulation skills in children aged 5 to 6 years. These skills include planning, organization, decision making, turn taking, and playful integration with peers. The literature provides evidence that dramatic play is a valuable tool for strengthening self-regulation processes and fostering comprehensive development during childhood. Through play experiences that mimic real-life contexts, children can practice remarkable skills in a structured and supported environment, promoting more inclusive and effective learning. This essay highlights the importance of using dramatic play in school to foster self-regulation in childhood, improving educational quality and reducing inequalities in early education.