Estímulos del entorno que promueven el desarrollo del lenguaje de los niños y niñas de 3 a 4 años.
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Date
2019-01-01
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Corporación Universitaria Minuto de Dios
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Abstract
La presente sistematización de prácticas como trabajo de opción de grado surge a partir del proyecto de inclusión que se llevó a cabo en el hogar infantil Gus Gus del municipio de Bello durante el segundo semestre del 2018, en donde los niños del nivel prejardín con edades comprendidas entre los 3 y 4 años presentaban dificultades en su comunicación oral debido a la ausencia total o parcial de su lenguaje expresivo. La estrategia utilizada para mejorar dicha dificultad fue la implementación del género literario como medio estimulador del lenguaje a través del juego, el arte, la literatura y exploración del medio, permitiéndole a los niños y niñas vivir experiencias significativas con sus pares y cuidadores lo que facilita en ellos su desarrollo integral. La sistematización permite la recolección de datos por medio de una investigación cualitativa en donde la observación se hace primordial para identificar los factores que afectan el aprendizaje integral de los niños y niñas, reviviendo las experiencias y enfatizando en la importancia del adulto como guía en el aprendizaje de los niños, especialmente durante la edad inicial en la cual la imitación de acciones, gestos y sonidos emitidos por el adulto son adquiridos por el niño para enriquecer sus lenguajes de expresión.
The present practice’s systematization as degree option work came out from the inclusion project that was carried out in the Gus Gus kindergarten in the municipality of Bello during the second semester of 2018, where pre-garden children aged between 3 and 4 years old presented difficulties in their oral communication due to the total or partial absence of their expressive language. The strategy used to improve this difficulty was the implementation of the literary genres as a mean to stimulate language through art, literature, playing and exploration of the environment, allowing children to meet meaningful experiences with their peers and care givers, which facilitates their integral development. The systematization allows collection of data through qualitative research where observation becomes paramount to identify the factors that affect children's integral learning, recreating experiences and emphasizing the importance of the adult as a guide in children's learning, especially during the initial age in which the imitation of actions, gestures and sounds emitted by the adult are acquired by the child to enrich their languages of expression.
The present practice’s systematization as degree option work came out from the inclusion project that was carried out in the Gus Gus kindergarten in the municipality of Bello during the second semester of 2018, where pre-garden children aged between 3 and 4 years old presented difficulties in their oral communication due to the total or partial absence of their expressive language. The strategy used to improve this difficulty was the implementation of the literary genres as a mean to stimulate language through art, literature, playing and exploration of the environment, allowing children to meet meaningful experiences with their peers and care givers, which facilitates their integral development. The systematization allows collection of data through qualitative research where observation becomes paramount to identify the factors that affect children's integral learning, recreating experiences and emphasizing the importance of the adult as a guide in children's learning, especially during the initial age in which the imitation of actions, gestures and sounds emitted by the adult are acquired by the child to enrich their languages of expression.
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Adquisición del lenguaje, Estímulos del entorno, Desarrollo del lenguaje, Desarrollo del niño, Acquisition of language, Stimuli of the Environment, Inclusion, Qualitative research, Qualitative research