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ESTIMULACIÓN TEMPRANA COMO FACTOR DETERMINANTE EN EL DESARROLLO DEL LENGUAJE EN NIÑOS DE 5 AÑOS.

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Title: ESTIMULACIÓN TEMPRANA COMO FACTOR DETERMINANTE EN EL DESARROLLO DEL LENGUAJE EN NIÑOS DE 5 AÑOS.
Alternate Title: EARLY STIMULATION AS A DETERMINING FACTOR IN LANGUAGE DEVELOPMENT IN FIVE-YEAR-OLD CHILDREN.
Authors: Buri García, Mariana Elizabeth1 meburig@ube.edu.ec, Salinas Zuña, Karina Alexandra1 kasalinasz@ube.edu.ec, Plúas Albán, Verónica Katuskas1 vkpluasa@ube.edu.ec, Tomalá Andrade, Ana Isabel1 aitomalaa@ube.edu.ec
Source: Ciencia y Educación (2707-3378). 2026 Special Issue, Vol. 7, p419-432. 14p.
Subject Terms: *Play-based learning, *Expressive language, *Language acquisition, *Experimental design, *Child development, *Auditory perception, *Teaching methods, Early medical intervention
Abstract (English): This research addressed the insufficient systematic application of early stimulation strategies aimed at language development in 5- year-old children in the Preparatory Sublevel of the "Consejo Provincial de Napo" Educational Unit. The general objective was to analyze the observable changes in receptive and expressive language development before and after the implementation of an early stimulation pedagogical approach based on play-based activities and guided interaction. The study employed a mixed-methods approach, with a single-group pre-experimental design using pretest-posttest measurement. Thirty 5-yearold students, 8 teachers, and 30 parents or guardians participated. Data collection methods included an observation checklist for the children, semi-structured interviews with teachers, and surveys administered to the families. The initial assessment revealed greater difficulties in sentence structure, oral interaction, and verbal comprehension. Subsequently, the "Words in Action" pedagogical approach was implemented over 6 weeks, with 6 sessions of 45 minutes each. In the quantitative component, improvements were observed in overall language scores, rising from an average of 2.01 in the pretest to 2.78 in the posttest on a 3-point scale. Furthermore, the paired-samples t-test reported statistically significant differences (t = -9.24; p < .001). In the qualitative component, triangulation showed a correlation between the progress observed in the classroom and family perceptions, especially in understanding instructions, oral participation, and communicative confidence. The proposal was submitted to expert review, and its relevance, clarity, and feasibility were favorably assessed. It is concluded that the systematic implementation of play-based and pedagogically mediated activities was associated with observable improvements in language development; however, the findings should be interpreted with caution due to the inherent limitations of the design, particularly the absence of a control group. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): La presente investigación abordó la insuficiente sistematicidad en la aplicación de estrategias de estimulación temprana orientadas al desarrollo del lenguaje en niños de 5 años del Subnivel Preparatoria de la Unidad Educativa "Consejo Provincial de Napo". El objetivo general fue analizar los cambios observables en el desarrollo del lenguaje receptivo y expresivo antes y después de la aplicación de una propuesta pedagógica de estimulación temprana basada en actividades lúdicas e interacción guiada. El estudio se desarrolló desde un enfoque mixto, con diseño preexperimental de un solo grupo con medición pretest--postest. Participaron 30 estudiantes de 5 años, 8 docentes y 30 padres, madres o representantes. Para la recolección de información se emplearon una ficha de observación aplicada a los niños, entrevistas semiestructuradas dirigidas a docentes y encuestas aplicadas a las familias. El diagnóstico inicial evidenció mayores dificultades en estructuración de oraciones, interacción oral y comprensión verbal. Posteriormente, se implementó la propuesta pedagógica "Palabras en Acción" durante 6 semanas, con 6 sesiones de 45 minutos. En el componente cuantitativo se observaron mejoras en los puntajes globales del lenguaje, al pasar de un promedio de 2,01 en el pretest a 2,78 en el postest sobre una escala de 3 puntos; además, la prueba t de Student para muestras relacionadas reportó diferencias estadísticamente significativas (t = -9,24; p < .001). En el componente cualitativo, la triangulación mostró correspondencia entre los avances observados en el aula y la percepción familiar, especialmente en comprensión de instrucciones, participación oral y seguridad comunicativa. La propuesta fue sometida a juicio de expertos, quienes valoraron favorablemente su pertinencia, claridad y factibilidad de aplicación. Se concluye que la implementación sistemática de actividades lúdicas y mediadas pedagógicamente se asoció con mejoras observables en el desarrollo del lenguaje; no obstante, los hallazgos deben interpretarse con prudencia debido a las limitaciones propias del diseño, particularmente la ausencia de grupo de control. [ABSTRACT FROM AUTHOR]
Abstract (Portuguese): Esta pesquisa abordou a aplicação sistemática insuficiente de estratégias de estimulação precoce voltadas para o desenvolvimento da linguagem em crianças de 5 anos do Ensino Fundamental I da Unidade Educacional "Consejo Provincial de Napo". O objetivo geral foi analisar as mudanças observáveis no desenvolvimento da linguagem receptiva e expressiva antes e depois da implementação de uma abordagem pedagógica de estimulação precoce baseada em atividades lúdicas e interação guiada. O estudo empregou uma abordagem mista, com delineamento préexperimental de grupo único, utilizando medidas pré-teste e pós-teste. Participaram 30 alunos de 5 anos, 8 professores e 30 pais ou responsáveis. Os métodos de coleta de dados incluíram uma lista de verificação de observação para as crianças, entrevistas semiestruturadas com os professores e questionários aplicados às famílias. A avaliação inicial revelou maiores dificuldades na estrutura de frases, interação oral e compreensão verbal. Posteriormente, a abordagem pedagógica "Palavras em Ação" foi implementada ao longo de 6 semanas, com 6 sessões de 45 minutos cada. Na componente quantitativa, observaramse melhorias nas pontuações gerais de linguagem, com um aumento de uma média de 2,01 no pré-teste para 2,78 no pós-teste, numa escala de 3 pontos. Além disso, o teste t de amostras pareadas revelou diferenças estatisticamente significativas (t = -9,24; p < 0,001). Na componente qualitativa, a triangulação demonstrou uma correlação entre o progresso observado em sala de aula e as percepções das famílias, particularmente na compreensão das instruções, na participação oral e na confiança comunicativa. A proposta foi submetida à revisão por especialistas, e a sua relevância, clareza e viabilidade foram avaliadas favoravelmente. Conclui-se que a implementação sistemática de atividades lúdicas e mediadas pedagogicamente esteve associada a melhorias observáveis no desenvolvimento da linguagem; contudo, os resultados devem ser interpretados com cautela devido às limitações inerentes ao delineamento do estudo, em particular a ausência de um grupo de controlo. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This research addressed the insufficient systematic application of early stimulation strategies aimed at language development in 5- year-old children in the Preparatory Sublevel of the "Consejo Provincial de Napo" Educational Unit. The general objective was to analyze the observable changes in receptive and expressive language development before and after the implementation of an early stimulation pedagogical approach based on play-based activities and guided interaction. The study employed a mixed-methods approach, with a single-group pre-experimental design using pretest-posttest measurement. Thirty 5-yearold students, 8 teachers, and 30 parents or guardians participated. Data collection methods included an observation checklist for the children, semi-structured interviews with teachers, and surveys administered to the families. The initial assessment revealed greater difficulties in sentence structure, oral interaction, and verbal comprehension. Subsequently, the "Words in Action" pedagogical approach was implemented over 6 weeks, with 6 sessions of 45 minutes each. In the quantitative component, improvements were observed in overall language scores, rising from an average of 2.01 in the pretest to 2.78 in the posttest on a 3-point scale. Furthermore, the paired-samples t-test reported statistically significant differences (t = -9.24; p < .001). In the qualitative component, triangulation showed a correlation between the progress observed in the classroom and family perceptions, especially in understanding instructions, oral participation, and communicative confidence. The proposal was submitted to expert review, and its relevance, clarity, and feasibility were favorably assessed. It is concluded that the systematic implementation of play-based and pedagogically mediated activities was associated with observable improvements in language development; however, the findings should be interpreted with caution due to the inherent limitations of the design, particularly the absence of a control group. [ABSTRACT FROM AUTHOR]
ISSN:27073378