<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472023000200300</article-id>
<article-id pub-id-type="doi">10.14393/obv7n2.a2023-69601</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação pré-escolar vygotskiana: promovendo o desenvolvimento da autorregulação e do pensamento simbólico em crianças pré-escolares]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación preescolar vygotskiana: promoviendo el desarrollo de la autorregulación y el pensamiento simbólico en niños preescolares]]></article-title>
<article-title xml:lang="en"><![CDATA[Vygotskian preschool education: Promoting the development of self-regulation and symbolic thought in pre-K children]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brofman]]></surname>
<given-names><![CDATA[Vera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Karpov]]></surname>
<given-names><![CDATA[Yuriy V.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rabinovitch]]></surname>
<given-names><![CDATA[Inna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto de Educação Pré-Escolar de Moscou  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Rússia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Touro College  ]]></institution>
<addr-line><![CDATA[Nova York ]]></addr-line>
<country>EUA</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Touro College  ]]></institution>
<addr-line><![CDATA[Nova York ]]></addr-line>
<country>EUA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472023000200300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472023000200300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472023000200300&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O Programa de Educação Pré-Escolar Vygotskiano (PEPEV) é construído em torno da mediação no contexto de atividades específicas da idade pré-escolar, como brincadeiras de papeis sociais, brincadeiras construtivas, ouvir e recontar contos de fadas, brincar de casinha de bonecas, atividades motoras e outras. Usamos o PEPEV como parte do currículo diário em duas turmas de pré-escola na escola pública 197 no Harlem, Nova York, para promover o desenvolvimento da autorregulação e do pensamento simbólico das crianças. Outra classe de pré-escola na escola pública 197 foi usada como grupo controle. Para pré-testes e pós-testes, foram administrados os subtestes. Codificação e Busca de Símbolos da Escala de Inteligência Wechsler para a Pré-Escola e Ensino Fundamental, que visam verificar a capacidade de autorregulação da criança, e o subteste Desenho de Blocos da mesma escala, que visa a verificar a capacidade de exercitar o pensamento simbólico. Os resultados do estudo demonstram que o PEPEV promove o desenvolvimento da autorregulação dos pré-escolares e é benéfico para o desenvolvimento de seu pensamento simbólico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El Programa de Educación Preescolar Vygotskiana (PEPEV) se basa en la mediación en el contexto de actividades específicas para la edad preescolar, como el juego de roles sociales, el juego constructivo, escuchar y volver a contar cuentos de hadas, jugar con casas de muñecas, actividades motoras y otras. Utilizamos PEPEV como parte del plan de estudios diario en dos clases de preescolar en la escuela pública 197 en Harlem, Nueva York, para promover el desarrollo de la autorregulación y el pensamiento simbólico de los niños. Otra clase de preescolar en la escuela pública 197 se utilizó como grupo de control. Para las pruebas previas y posteriores, se administraron subpruebas Codificación y Búsqueda de Símbolos de la Escala de Inteligencia de Wechsler para Educación Preescolar y Básica, que tienen como objetivo verificar la capacidad de autorregulación del niño, y la subprueba de Dibujo de Bloques de la misma escala, que tiene como objetivo verificar la capacidad de ejercitar el pensamiento simbólico. Los resultados del estudio demuestran que el PEPEV promueve el desarrollo de la autorregulación de los preescolares y es beneficioso para el desarrollo de su pensamiento simbólico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The Vygotskian preschool education program (VPEP) is built around mediation in the context of preschool age-specific activities such as sociodramatic play, constructive play, listening and retelling fairy tales, playing with dollhouses, motor activities, and some others. We used the VPEP as part of the daily curriculum in two pre-K classes at PS 197 in Harlem, New York, to promote the development of children&#8217;s self-regulation and symbolic thought. Another pre-K class at PS 197 was used as the control group. For pre- and posttests, we administered the Coding and Symbol Search subtests of the Wechsler Preschool and Primary Scale of Intelligence-III (WPPSI-III), which target the ability to self-regulate, and the Block Design subtest of the WPPSI-III, which targets the ability to exercise symbolic thought. The results of the study demonstrate that the VPEP promotes the development of preschoolers&#8217; self-regulation and is beneficial for the development of their symbolic thought.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação pré-escolar]]></kwd>
<kwd lng="pt"><![CDATA[Vygotsky]]></kwd>
<kwd lng="pt"><![CDATA[Mediação]]></kwd>
<kwd lng="pt"><![CDATA[Autorregulação]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento simbólico]]></kwd>
<kwd lng="es"><![CDATA[Educación pré-escolar]]></kwd>
<kwd lng="es"><![CDATA[Vygotsky]]></kwd>
<kwd lng="es"><![CDATA[Mediación]]></kwd>
<kwd lng="es"><![CDATA[Autorregulación]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento simbólico]]></kwd>
<kwd lng="en"><![CDATA[Preschool education]]></kwd>
<kwd lng="en"><![CDATA[Vygotsky]]></kwd>
<kwd lng="en"><![CDATA[Mediation]]></kwd>
<kwd lng="en"><![CDATA[Self-regulation]]></kwd>
<kwd lng="en"><![CDATA[Symbolic thought]]></kwd>
</kwd-group>
</article-meta>
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