Estimulación del lenguaje oral dentro del Ámbito Comprensión y expresión del lenguaje en niños de 4 a 5 años del CEI “Ciudad de Cuenca”

Abstract

The present investigation was based on the problems found in pre-professional practices, since the lack of oral language was observed within the phonetic-phonological aspect, in this way the stimulation of oral language within the Scope of Comprehension and Expression of language in children from 4 to 5 years of CEI "Ciudad de Cuenca". Its objective was to stimulate the phonetic-phonological component of oral language development, through a booklet of didactic activities based on Montessori pedagogy. For this, theoretical foundations were organized such as: the stimulation of the development of oral language from the constructivist paradigm for teaching-learning in early childhood, according to Navarro et.al (2011). In addition, the stimulation of the development of oral language was addressed from the constructivist theory of Montessori according to Esteves et.al (2017). Also, the component of phonetic-phonological oral language development according to Susanibar was deepened. On the other hand, information was taken from the 2014 Initial Education Curriculum in relation to the stimulation of the development of oral language and the field of comprehension and expression of language, to finish with theoretical bases, the topic of didactic resources for the stimulation of the development of the language was raised. oral language. This research was approached under the socio-critical paradigm, since it helped us to critical self-reflection in the creation of knowledge. Also, there was a case study methodology and an applied type of research, with a qualitative approach. From this, an operationalization table was proposed, stating the study category, conceptualization, dimensions, subdimensions, in which techniques such as observation, interview and documentary review of planning were developed, accompanied by the instruments: guide of observation, interview guide, documentary review guide. As main results, it was observed that there is no adequate stimulation of the phonemes r, s and t, in addition, activities that focus on specific phonetic features are visualized within the planning, but they have not been carried out in the classroom, since the students do not come to this topic. It was also noted that the teacher does not carry out stimulatory exercises prior to activities on oral language. It was concluded that a booklet of didactic activities entitled "Beyond speaking is playing" was implemented through the Montessori methodology, in order to stimulate the development of oral language within the phonetic- phonological component.