<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382017000200309</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382317000200011</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avalia&#231;&#227;o do Brincar de Faz de Conta de Pr&#233;-Escolares: Revis&#227;o Integrativa da Literatura1]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation of the Pretend Play by Preschool Children: an Integrative Review of the Literature]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[LUCISANO]]></surname>
<given-names><![CDATA[Renata Valdívia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NOVAES]]></surname>
<given-names><![CDATA[Letícia De Carli]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SPOSITO]]></surname>
<given-names><![CDATA[Amanda Mota Pacciulio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PFEIFER]]></surname>
<given-names><![CDATA[Luzia Iara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo Faculdade de Medicina de Ribeirão Preto ]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo Escola de Enfermagem de Ribeirão Preto ]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de São Paulo Escola de Enfermagem de Ribeirão Preto ]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,USP Faculdade de Medicina de Ribeirão Preto departamento de Neurociências e Ciências do Comportamento]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>309</fpage>
<lpage>322</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382017000200309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382017000200309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382017000200309&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: esta revis&#227;o integrativa da literatura objetivou identificar estudos sobre como o brincar simb&#243;lico/faz de conta de pr&#233;-escolares tem sido avaliado, quais os objetivos destes estudos e quais instrumentos t&#234;m sido utilizados para avaliar esse comportamento. Os dados foram coletados nas bases de dados CINAHL (Cumulative Index to Nursing and Allied Health Literature), PubMed, Web of Science, PsycINFO (Psychology Information), Scopus, e BVS (Biblioteca Virtual em Sa&#250;de), entre os anos 2009 e 2015, utilizando-se palavras-chave e descritores do DeCS (Descritores em Ci&#234;ncia da Sa&#250;de) e do MeSH (Medical Subject Headings), em diferentes combina&#231;&#245;es: crian&#231;a pr&#233;-escolar/child preschool; brinquedo terap&#234;utico/play therapy; faz de conta/make believe/pretend play; jogo simb&#243;lico/symbolic play. A amostra final constituiu em 16 artigos. As publica&#231;&#245;es sobre o brincar simb&#243;lico/faz de conta de pr&#233;-escolares t&#234;m sido t&#234;nues, demonstrando que ainda h&#225; muito a avan&#231;ar no assunto. Dentre os instrumentos citados verifica-se que o Child Initiated Pretend Play Assessment (ChIPPA) foi o mais utilizado, estando presente em cinco artigos, envolvendo popula&#231;&#227;o diversa (defici&#234;ncia cognitiva, les&#227;o cerebral adquirida, paralisia cerebral e autismo). Os estudos focalizam, em sua maioria, crian&#231;as de desenvolvimento t&#237;pico, objetivando obter um par&#226;metro para identifica&#231;&#227;o do desempenho do brincar simb&#243;lico/faz de conta esperado, al&#233;m de demonstrar que ao se avaliar este brincar &#233; poss&#237;vel verificar outros aspectos importantes para o desenvolvimento infantil, como os emocionais e cognitivos, as habilidades sociais e de comunica&#231;&#227;o, possibilitando identificar poss&#237;veis d&#233;ficits destas crian&#231;as e auxiliar os profissionais em suas pr&#225;ticas cl&#237;nicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: this integrative review of the literature aimed to identify studies about how the symbolic play/pretend play by preschool children has been evaluated, what the objectives of these studies are and which instruments have been used to evaluate this behavior. The data were collected in the CINAHL (Cumulative Index to Nursing and Allied Health Literature), PubMed, Web of Science, PsycINFO (Psychology Information), Scopus, and VHL (Virtual Health Library) databases between 2009 and 2015, using keywords and descriptors of DeCS (Health Science Descriptors) and MeSH (Medical Subject Headings), in different combinations: crian&#231;a pr&#233;-escolar/preschool child; brinquedo terap&#234;utico/play therapy; faz de conta/make believe/pretend play; jogo simb&#243;lico/symbolic play. The final sample consisted of 16 papers. Publications about the symbolic play/pretend play by preschoolers have been tenuous, demonstrating that there is still much to be done. Among the mentioned instruments, the Child Initiated Pretend Play Assessment (ChIPPA) was the most used, being present in five papers, involving diverse population (cognitive disability, acquired cerebral lesion, cerebral palsy and autism). Most studies focus on children of typical development, aiming to obtain a parameter to identify the performance of symbolic play / pretend play, as well as to demonstrate that when evaluating this play, it is possible to verify other important aspects for children's development, such as emotional and cognitive, social and communication skills, making it possible to identify possible deficits of these children and to assist professionals in their clinical practices. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Criança pré-escolar]]></kwd>
<kwd lng="pt"><![CDATA[Faz de conta]]></kwd>
<kwd lng="pt"><![CDATA[Instrumentos de Avaliação]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Preschool Children]]></kwd>
<kwd lng="en"><![CDATA[Pretend Play]]></kwd>
<kwd lng="en"><![CDATA[Evaluation Instruments]]></kwd>
</kwd-group>
</article-meta>
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