Estrategias Problemas en el Desarrollo del Lenguaje en Niños de Educación Inicial en el Cantón Flavio Alfaro, Ecuador

Nancy Patricia Alcivar Alava, Cecilia Alexandra Basurto Morrillo, Maria Alejandra Garcia Cedeño, Gabriela Lisbeth Loor Marcillo

Resumen


Este artículo analiza las dificultades en el desarrollo del lenguaje en niños de educación inicial en el cantón Flavio Alfaro, Ecuador, mediante un estudio cuantitativo y descriptivo. Se aplicaron pruebas estandarizadas (Prueba de Vocabulario en Imágenes Peabody y Escala de Desarrollo del Lenguaje de Reynell) junto con encuestas a padres y docentes para evaluar las capacidades lingüísticas de los niños y explorar factores contextuales que influyen en su desarrollo. Los resultados revelan que el 35% de los niños evaluados presenta dificultades significativas en la producción del lenguaje y un 30% en la comprensión, especialmente en familias de bajos recursos y con niveles educativos limitados. Además, se encontró una asociación significativa entre la falta de actividades de lectura en el hogar y las dificultades lingüísticas de los niños. La asistencia regular y la participación activa en el aula también demostraron tener un impacto positivo en el desarrollo del lenguaje. Estos hallazgos destacan la importancia de implementar programas de alfabetización familiar y estrategias de intervención temprana para mejorar las oportunidades lingüísticas de los niños en contextos vulnerables.


Palabras clave


Desarrollo del lenguaje, educación inicial, factores socioeconómicos, intervención temprana, lectura compartida, Ecuador.

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Referencias


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DOI: https://doi.org/10.23857/pc.v9i10.8249

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