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LAS CONCIENCIAS LINGÜÍSTICAS EN LA INFANCIA DE 3 A 6 AÑOS.

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Bibliographic Details
Title: LAS CONCIENCIAS LINGÜÍSTICAS EN LA INFANCIA DE 3 A 6 AÑOS.
Alternate Title: LINGUISTIC AWARENESS IN CHILDREN AGED 3 TO 6 YEARS OLD.
Authors: Mejía Albán, Loli Narcisa1,2 loli_mejia_uce@hotmail.com, Vergara Loachamin, Carla Viviana1 carlitavivi25@gmail.com, Asimbaya Apunte, Bertha Verónica1,3 veritoasimbaya17@gmail.com, Lincango Lema, Diana Patricia4 dianys_pl2@hotmail.com, Toapanta Pillajo, Mariana de Jesús4 mrloveforever@hotmail.com
Source: Ciencia y Educación (2707-3378). dic2025, Vol. 6 Issue 12, p196-206. 11p.
Subject Terms: *Phonological awareness, *Child development, *Language awareness, *Early intervention (Education), *Cognitive development, Communicative competence in children, Minors
Abstract (English): This study addresses the importance of linguistic awareness in children between the ages of three and six as a foundation for cognitive, communicative, and social development. The objective was to analyze the manifestations and developmental patterns of linguistic awareness in children aged three to six. A qualitative, descriptive, and bibliographic approach was applied, supported by the documentary analysis of scientific sources and the triangulation of ideas from various authors. It was identified that phonological, lexical, semantic, and syntactic awareness are the most representative in early childhood and that their consolidation depends on teacher mediation, the use of active teaching strategies, and systematic verbal stimulation. The development of linguistic awareness in early childhood requires comprehensive methodologies that integrate emotion, thought, and language, guaranteeing reflective and equitable early literacy. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): El estudio aborda la importancia de las conciencias lingüísticas en la infancia entre tres y seis años como base del desarrollo cognitivo, comunicativo y social. El objetivo se centró en analizar las manifestaciones y formas de desarrollo de las conciencias lingüísticas en niños de 3 a 6 años. Se aplicó un enfoque cualitativo, descriptivo y bibliográfico, sustentado en el análisis documental de fuentes científicas y la triangulación de ideas provenientes de diversos autores. Se identificó que las conciencias fonológicas, léxica, semántica y sintáctica son las más representativas en la etapa infantil y que su consolidación depende de la mediación docente, el uso de estrategias didácticas activas y la estimulación verbal sistemática. El desarrollo de las conciencias lingüísticas en la primera infancia requiere metodologías integrales que articulen emoción, pensamiento y lenguaje, garantizando una alfabetización temprana reflexiva y equitativa. [ABSTRACT FROM AUTHOR]
Abstract (Portuguese): Este estudo aborda a importância da consciência linguística em crianças entre três e seis anos de idade como fundamento para o desenvolvimento cognitivo, comunicativo e social. O objetivo foi analisar as manifestações e os padrões de desenvolvimento da consciência linguística em crianças de três a seis anos. Adotou-se uma abordagem qualitativa, descritiva e bibliográfica, apoiada pela análise documental de fontes científicas e pela triangulação de ideias de diversos autores. Identificou-se que a consciência fonológica, lexical, semântica e sintática são as mais representativas na primeira infância e que sua consolidação depende da mediação do professor, do uso de estratégias de ensino ativas e da estimulação verbal sistemática. O desenvolvimento da consciência linguística na primeira infância requer metodologias abrangentes que integrem emoção, pensamento e linguagem, garantindo uma alfabetização inicial reflexiva e equitativa. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This study addresses the importance of linguistic awareness in children between the ages of three and six as a foundation for cognitive, communicative, and social development. The objective was to analyze the manifestations and developmental patterns of linguistic awareness in children aged three to six. A qualitative, descriptive, and bibliographic approach was applied, supported by the documentary analysis of scientific sources and the triangulation of ideas from various authors. It was identified that phonological, lexical, semantic, and syntactic awareness are the most representative in early childhood and that their consolidation depends on teacher mediation, the use of active teaching strategies, and systematic verbal stimulation. The development of linguistic awareness in early childhood requires comprehensive methodologies that integrate emotion, thought, and language, guaranteeing reflective and equitable early literacy. [ABSTRACT FROM AUTHOR]
ISSN:27073378