Desarrollo del componente fonético fonológico en infantes de 4 años del Centro de Educación Inicial ABC en el Ámbito Comprensión y Expresión del Lenguaje

Abstract

The study on the development of the phonological phonetic component in the oral language of infants is a transcendental field in the integral development of the child; referred to the process of imitation of sounds and combination of words allowing the infant to improve the pronunciation of phonemes. The objective of this study was to propose a design of a system of didactic activities to stimulate the development of the phonological phonetic component in 4-year-old infants at the "ABC" Initial Education Center (Cuenca, Ecuador) in the area of Comprehension and Expression of Language. The theoretical references that supported the main category of this research correspond to the approaches of Saldarriaga et al. (2016) and Villar (2003), based on Piaget's constructivist paradigm; the importance of the development of the phonological phonetic component in early education according to Ramírez et al. (2022) and Rosales (2020); the conceptual and contextual approach of the Language Comprehension and Expression Area from the Initial Education Curriculum (Mineduc, 2014) and the definition and implementation of didactic activities according to Jiménez and Robles (2016) and Guanín (2021). The methodology was based on the case study, with a socio-critical paradigm and qualitative approach. The diagnosis was carried out from the implementation of different techniques such as: participant observation and in-depth interview, as for the data collection instruments were applied: the observation guide and the interview script. The information analysis process was carried out by coding and triangulation of the information; it showed that there is a need to improve the stimulation of the development of the phonological phonetic component of infants in sublevel 2. The design of the proposal "Playing and Learning" is a system of didactic activities, planned from the skills that promote the development of oral language for the improvement of the speech of 4-year-old infants, validated by piloting 30% of the designed didactic activities; the main beneficiaries are the infants of sublevel 2 of the referred educational center and the responsible teacher.