Retraso en el desarrollo del lenguaje en niños de nivel inicial en Ecuador
Palabras clave:
Retraso, desarrollo del lenguaje, nivel inicial, estrategias pedagógicas, Ecuador
Resumen
El conocimiento acerca de los factores de riesgo y las causas de los retrasos en el desarrollo del lenguaje es vital para desarrollar e implementar estrategias de intervención efectivas. El objetivo de esta investigación es determinar la presencia de retraso en el desarrollo del lenguaje en niños de nivel inicial 1 (de tres a cuatro años) en Ecuador, en un contexto de cambios significativos en las rutinas sociales. Se recopilaron datos de 122 educadoras en centros infantiles de las 9 zonas del país. Los resultados revelan indicadores de retraso en el desarrollo del lenguaje, como dificultades en la vinculación del lenguaje con el juego, narraciones complejas, organización del discurso, descripciones detalladas, uso creativo del lenguaje, formación de oraciones negativas, expresión de conceptos opuestos, resolución de adivinanzas, ampliación del vocabulario y habilidades gramaticales. Los hallazgos evidencian la necesidad de implementar estrategias y programas educativos que promuevan el desarrollo lingüístico a través de actividades comunicativas, narración de historias, juego con el lenguaje y adquisición de vocabulario. Estas intervenciones tempranas pueden superar las dificultades identificadas y favorecer un desarrollo lingüístico saludable en esta etapa crucial.
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Baldo, J. V., Paulraj, S. R., Curran, B. C., y Dronkers, N. F. (2015). Impaired reasoning and problem-solving in individuals with language impairment due to aphasia or language delay. Frontiers in Psychology, 6, 1523. https://doi.org/10.3389/fpsyg.2015.01523
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Bell, J. T., y Spector, T. D. (2011). A twin approach to unraveling epigenetics. Trends in Genetics, 27(3), 116-125. https://doi.org/10.1016/j.tig.2010.12.005
Bishop, D. V. M. (2014). Ten questions about terminology for children with unexplained language problems. International Journal of Language & Communication Disorders, 49(4), 381-415. https://doi.org/10.1111/1460-6984.12101
Brodin, J., y Renblad, K. (2020). Improvement of preschool children’s speech and language skills. Early Child Development and Care, 190(14), 2205-2213. https://doi.org/10.1080/03004430.2018.1564917
Burns, C. O., Matson, J. L., Cervantes, P. E., Jiang, X., y Estabillo, J. A. (2016). Hearing impairment, autism spectrum disorder, and developmental functioning in infants and toddlers. Journal of Developmental and Physical Disabilities, 28(4), 495-507. https://doi.org/10.1007/s10882-016-9486-0
Chilosi, A. M., Brovedani, P., Cipriani, P., y Casalini, C. (2023). Sex differences in early language delay and in developmental language disorder. Journal of Neuroscience Research, 101(5), 654-667. https://doi.org/10.1002/jnr.24976
Coello, M. C. (2021). Estimulación temprana y desarrollo de habilidades del lenguaje: Neuroeducación en la educación inicial en Ecuador. Revista de Ciencias Sociales (Ve), XXVII(4), 309-326. https://doi.org/10.31876/rcs.v27i4.37257
Gough, P. B., Ehri, L. C., y Treiman, R. (Eds.) (2017). Reading acquisition. Routledge. https://doi.org/10.4324/9781351236904
Hall, M. L., Hall, W. C., y Caselli, N. K. (2019). Deaf children need language, not (just) speech. First Language, 39(4), 367-395. https://doi.org/10.1177/0142723719834102
Kaiser, A. P., Chow, J. C., y Cunningham, J. E. (2022). A case for early language and behavior screening: Implications for policy and child development. Policy Insights from the Behavioral and Brain Sciences, 9(1), 120-128. https://doi.org/10.1177/23727322211068886
Kuhl, P. K. (2011). Early language learning and literacy: Neuroscience implications for education. Mind, Brain, and Education, 5(3), 128-142. https://doi.org/10.1111/j.1751-228X.2011.01121.x
Kushalnagar, R. (2019). Deafness and Hearing Loss. In Y. Yesilada and S. Harper (Eds.), Web accessibility: A foundation for research (pp. 35-47). Springer. https://doi.org/10.1007/978-1-4471-7440-0_3
Lahti, M., Evans, C. B. R., Goodman, G., Schmidt, M. C., y LeCroy, C. W. (2019). Parents as Teachers (PAT) home-visiting intervention: A path to improved academic outcomes, school behavior, and parenting skills. Children and Youth Services Review, 99, 451-460. https://doi.org/10.1016/j.childyouth.2019.01.022
Linebarger, D. L., y Vaala, S. E. (2010). Screen media and language development in infants and toddlers: An ecological perspective. Developmental Review, 30(2), 176-202. https://doi.org/10.1016/j.dr.2010.03.006
Lombardo, M. V., Pierce, K., Eyler, L. T., Carter, C., Ahrens-Barbeau, C., Solso, S., Campbell, K., y Courchesne, E. (2015). Different functional neural substrates for good and poor language outcome in autism. Neuron, 86(2), 567-577. https://doi.org/10.1016/j.neuron.2015.03.023
Long, M. H. (1990). Maturational constraints on language development. Studies in Second Language Acquisition, 12(3), 251-285. https://doi.org/10.1017/S0272263100009165
Lord, C., Elsabbagh, M., Baird, G., y Veenstra-Vanderweele, J. (2018). Autism spectrum disorder. The Lancet, 392(10146), 508-520. https://doi.org/10.1016/S0140-6736(18)31129-2
Mariën, P., Ackermann, H., Adamaszek, M., Barwood, C. H. S., Beaton, A., Desmond, J., De Witte, E., Fawcett, A. J., Hertrich, I., Küper, M., Leggio, M., Marvel, C., Molinari, M., Murdoch, B. E., Nicolson, R. I., Schmahmann, J. D., Stoodley, C. J., Thürling, M., Timmann, D.,… Ziegler, W. (2013). Consensus paper: Language and the cerebellum: An ongoing enigma. The Cerebellum, 13, 386-410. https://doi.org/10.1007/s12311-013-0540-5
Merritt, D. H., y Klein, S. (2015). Do early care and education services improve language development for maltreated children? Evidence from a national child welfare sample. Child Abuse & Neglect, 39, 185-196. https://doi.org/10.1016/j.chiabu.2014.10.011
Nichols, K., Burgh, G., y Kennedy, C. (2017). Comparing two inquiry professional development interventions in science on primary students’ questioning and other inquiry behaviours. Research in Science Education, 47(1), 1-24. https://doi.org/10.1007/s11165-015-9487-5
Papaleontiou-Louca, E. (2019). Do children know what they know? Metacognitive awareness in preschool children. New Ideas in Psychology, 54, 56-62. https://doi.org/10.1016/j.newideapsych.2019.01.005
Paxton, A., Roche, J. M., Ibarra, A., y Tanenhaus, M. K. (2021). Predictions of miscommunication in verbal communication during collaborative joint action. Journal of Speech, Language, and Hearing Research, 64(2), 613-627. https://doi.org/10.1044/2020_JSLHR-20-00137
Raslie, H., y Chee, Y. (2017). Literacy brokering among the international students of a public university. GEMA Online® Journal of Language Studies, 17(1), 1-19. https://doi.org/10.17576/gema-2017-1701-01
Richter, L. M., Daelmans, B., Lombardi, J., Heymann, J., Lopez, F., Behrman, J. R., Lu, C., Lucas, J. E., Perez-Escamilla, R., Dua, T., Bhutta, Z. A., Stenberg, K., Gertler, P., y Darmstadt, G. L. (2017). Investing in the foundation of sustainable development: pathways to scale up for early childhood development. The Lancet, 389(10064), 103-118. https://doi.org/10.1016/S0140-6736(16)31698-1
Rose, E., Lehrl, S., Ebert, S., y Weinert, S. (2018). Long-Term relations between children’s language, the home literacy environment, and socioemotional development from ages 3 to 8. Early Education and Development, 29(3), 342-356. https://doi.org/10.1080/10409289.2017.1409096
Salmon, K., O’Kearney, R., Reese, E., y Fortune, C.-A. (2016). The role of language skill in child psychopathology: Implications for intervention in the early years. Clinical Child and Family Psychology Review, 19(4), 352-367. https://doi.org/10.1007/s10567-016-0214-1
Sullivan, C., Doyle, A. J., O’Toole, M., Mulhall, C., McNaughton, N., y Eppich, W. (2023). ‘How can we help the students learn?’ A grounded theory study of simulated participants as educators. Medical Teacher, 45(9), 1047–1053. https://doi.org/10.1080/0142159X.2023.2171857
Sylvestre, A., y Mérette, C. (2010). Language delay in severely neglected children: A cumulative or specific effect of risk factors? Child Abuse & Neglect, 34(6), 414-428. https://doi.org/10.1016/j.chiabu.2009.10.003
Tayler, C. (2015). Learning in early childhood: Experiences, relationships and ‘Learning to Be’. European Journal of Education, 50(2), 160-174. https://doi.org/10.1111/ejed.12117
Terranova, A. E., Viteri, E. A., Medina, G. M., y Zoller, M. J. (2019). Desarrollo cognitivo y funcionalidad familiar de infantes en las comunidades urbano-marginales de Ecuador. Revista de Ciencias Sociales (Ve), XXV(E-1), 330-340. https://doi.org/10.31876/rcs.v25i1.29626
Tick, B., Bolton, P., Happé, F., Rutter, M., y Rijsdijk, F. (2016). Heritability of autism spectrum disorders: A meta-analysis of twin studies. Journal of Child Psychology and Psychiatry, 57(5), 585-595. https://doi.org/10.1111/jcpp.12499
Topping, K., Dekhinet, R., y Zeedyk, S. (2013). Parent–infant interaction and children’s language development. Educational Psychology, 33(4), 391-426. https://doi.org/10.1080/01443410.2012.744159
Yu, C., Beckmann, J. F., y Birney, D. P. (2019). Cognitive flexibility as a meta-competency. Studies in Psychology, 40(3), 563-584. https://doi.org/10.1080/02109395.2019.1656463
Aponte, L. (2020). Promoting collaborative learning in the spanish language and culture classroom. In J. Fornasiero, S. M. A. Reed, R. Amery, E. Bouvet, K. Enomoto y H. L. Xu (Eds.), Intersections in language planning and policy. (Vol. 23, pp. 353-367). Springer. https://doi.org/10.1007/978-3-030-50925-5_22
Bakopoulou, I., y Dockrell, J. E. (2016). The role of social cognition and prosocial behaviour in relation to the socio-emotional functioning of primary aged children with specific language impairment. Research in Developmental Disabilities, 49-50, 354-370. https://doi.org/10.1016/j.ridd.2015.12.013
Baldo, J. V., Paulraj, S. R., Curran, B. C., y Dronkers, N. F. (2015). Impaired reasoning and problem-solving in individuals with language impairment due to aphasia or language delay. Frontiers in Psychology, 6, 1523. https://doi.org/10.3389/fpsyg.2015.01523
Bates, E., Dale, P. S., y Thal, D. (2019). Individual differences and their implications for theories of language development. In P. Fletcher y B. MacWhinney (Eds.), The handbook of child language (pp. 95-151). Blackwell Publishing Ltd. https://doi.org/10.1111/b.9780631203124.1996.00005.x
Bell, J. T., y Spector, T. D. (2011). A twin approach to unraveling epigenetics. Trends in Genetics, 27(3), 116-125. https://doi.org/10.1016/j.tig.2010.12.005
Bishop, D. V. M. (2014). Ten questions about terminology for children with unexplained language problems. International Journal of Language & Communication Disorders, 49(4), 381-415. https://doi.org/10.1111/1460-6984.12101
Brodin, J., y Renblad, K. (2020). Improvement of preschool children’s speech and language skills. Early Child Development and Care, 190(14), 2205-2213. https://doi.org/10.1080/03004430.2018.1564917
Burns, C. O., Matson, J. L., Cervantes, P. E., Jiang, X., y Estabillo, J. A. (2016). Hearing impairment, autism spectrum disorder, and developmental functioning in infants and toddlers. Journal of Developmental and Physical Disabilities, 28(4), 495-507. https://doi.org/10.1007/s10882-016-9486-0
Chilosi, A. M., Brovedani, P., Cipriani, P., y Casalini, C. (2023). Sex differences in early language delay and in developmental language disorder. Journal of Neuroscience Research, 101(5), 654-667. https://doi.org/10.1002/jnr.24976
Coello, M. C. (2021). Estimulación temprana y desarrollo de habilidades del lenguaje: Neuroeducación en la educación inicial en Ecuador. Revista de Ciencias Sociales (Ve), XXVII(4), 309-326. https://doi.org/10.31876/rcs.v27i4.37257
Gough, P. B., Ehri, L. C., y Treiman, R. (Eds.) (2017). Reading acquisition. Routledge. https://doi.org/10.4324/9781351236904
Hall, M. L., Hall, W. C., y Caselli, N. K. (2019). Deaf children need language, not (just) speech. First Language, 39(4), 367-395. https://doi.org/10.1177/0142723719834102
Kaiser, A. P., Chow, J. C., y Cunningham, J. E. (2022). A case for early language and behavior screening: Implications for policy and child development. Policy Insights from the Behavioral and Brain Sciences, 9(1), 120-128. https://doi.org/10.1177/23727322211068886
Kuhl, P. K. (2011). Early language learning and literacy: Neuroscience implications for education. Mind, Brain, and Education, 5(3), 128-142. https://doi.org/10.1111/j.1751-228X.2011.01121.x
Kushalnagar, R. (2019). Deafness and Hearing Loss. In Y. Yesilada and S. Harper (Eds.), Web accessibility: A foundation for research (pp. 35-47). Springer. https://doi.org/10.1007/978-1-4471-7440-0_3
Lahti, M., Evans, C. B. R., Goodman, G., Schmidt, M. C., y LeCroy, C. W. (2019). Parents as Teachers (PAT) home-visiting intervention: A path to improved academic outcomes, school behavior, and parenting skills. Children and Youth Services Review, 99, 451-460. https://doi.org/10.1016/j.childyouth.2019.01.022
Linebarger, D. L., y Vaala, S. E. (2010). Screen media and language development in infants and toddlers: An ecological perspective. Developmental Review, 30(2), 176-202. https://doi.org/10.1016/j.dr.2010.03.006
Lombardo, M. V., Pierce, K., Eyler, L. T., Carter, C., Ahrens-Barbeau, C., Solso, S., Campbell, K., y Courchesne, E. (2015). Different functional neural substrates for good and poor language outcome in autism. Neuron, 86(2), 567-577. https://doi.org/10.1016/j.neuron.2015.03.023
Long, M. H. (1990). Maturational constraints on language development. Studies in Second Language Acquisition, 12(3), 251-285. https://doi.org/10.1017/S0272263100009165
Lord, C., Elsabbagh, M., Baird, G., y Veenstra-Vanderweele, J. (2018). Autism spectrum disorder. The Lancet, 392(10146), 508-520. https://doi.org/10.1016/S0140-6736(18)31129-2
Mariën, P., Ackermann, H., Adamaszek, M., Barwood, C. H. S., Beaton, A., Desmond, J., De Witte, E., Fawcett, A. J., Hertrich, I., Küper, M., Leggio, M., Marvel, C., Molinari, M., Murdoch, B. E., Nicolson, R. I., Schmahmann, J. D., Stoodley, C. J., Thürling, M., Timmann, D.,… Ziegler, W. (2013). Consensus paper: Language and the cerebellum: An ongoing enigma. The Cerebellum, 13, 386-410. https://doi.org/10.1007/s12311-013-0540-5
Merritt, D. H., y Klein, S. (2015). Do early care and education services improve language development for maltreated children? Evidence from a national child welfare sample. Child Abuse & Neglect, 39, 185-196. https://doi.org/10.1016/j.chiabu.2014.10.011
Nichols, K., Burgh, G., y Kennedy, C. (2017). Comparing two inquiry professional development interventions in science on primary students’ questioning and other inquiry behaviours. Research in Science Education, 47(1), 1-24. https://doi.org/10.1007/s11165-015-9487-5
Papaleontiou-Louca, E. (2019). Do children know what they know? Metacognitive awareness in preschool children. New Ideas in Psychology, 54, 56-62. https://doi.org/10.1016/j.newideapsych.2019.01.005
Paxton, A., Roche, J. M., Ibarra, A., y Tanenhaus, M. K. (2021). Predictions of miscommunication in verbal communication during collaborative joint action. Journal of Speech, Language, and Hearing Research, 64(2), 613-627. https://doi.org/10.1044/2020_JSLHR-20-00137
Raslie, H., y Chee, Y. (2017). Literacy brokering among the international students of a public university. GEMA Online® Journal of Language Studies, 17(1), 1-19. https://doi.org/10.17576/gema-2017-1701-01
Richter, L. M., Daelmans, B., Lombardi, J., Heymann, J., Lopez, F., Behrman, J. R., Lu, C., Lucas, J. E., Perez-Escamilla, R., Dua, T., Bhutta, Z. A., Stenberg, K., Gertler, P., y Darmstadt, G. L. (2017). Investing in the foundation of sustainable development: pathways to scale up for early childhood development. The Lancet, 389(10064), 103-118. https://doi.org/10.1016/S0140-6736(16)31698-1
Rose, E., Lehrl, S., Ebert, S., y Weinert, S. (2018). Long-Term relations between children’s language, the home literacy environment, and socioemotional development from ages 3 to 8. Early Education and Development, 29(3), 342-356. https://doi.org/10.1080/10409289.2017.1409096
Salmon, K., O’Kearney, R., Reese, E., y Fortune, C.-A. (2016). The role of language skill in child psychopathology: Implications for intervention in the early years. Clinical Child and Family Psychology Review, 19(4), 352-367. https://doi.org/10.1007/s10567-016-0214-1
Sullivan, C., Doyle, A. J., O’Toole, M., Mulhall, C., McNaughton, N., y Eppich, W. (2023). ‘How can we help the students learn?’ A grounded theory study of simulated participants as educators. Medical Teacher, 45(9), 1047–1053. https://doi.org/10.1080/0142159X.2023.2171857
Sylvestre, A., y Mérette, C. (2010). Language delay in severely neglected children: A cumulative or specific effect of risk factors? Child Abuse & Neglect, 34(6), 414-428. https://doi.org/10.1016/j.chiabu.2009.10.003
Tayler, C. (2015). Learning in early childhood: Experiences, relationships and ‘Learning to Be’. European Journal of Education, 50(2), 160-174. https://doi.org/10.1111/ejed.12117
Terranova, A. E., Viteri, E. A., Medina, G. M., y Zoller, M. J. (2019). Desarrollo cognitivo y funcionalidad familiar de infantes en las comunidades urbano-marginales de Ecuador. Revista de Ciencias Sociales (Ve), XXV(E-1), 330-340. https://doi.org/10.31876/rcs.v25i1.29626
Tick, B., Bolton, P., Happé, F., Rutter, M., y Rijsdijk, F. (2016). Heritability of autism spectrum disorders: A meta-analysis of twin studies. Journal of Child Psychology and Psychiatry, 57(5), 585-595. https://doi.org/10.1111/jcpp.12499
Topping, K., Dekhinet, R., y Zeedyk, S. (2013). Parent–infant interaction and children’s language development. Educational Psychology, 33(4), 391-426. https://doi.org/10.1080/01443410.2012.744159
Yu, C., Beckmann, J. F., y Birney, D. P. (2019). Cognitive flexibility as a meta-competency. Studies in Psychology, 40(3), 563-584. https://doi.org/10.1080/02109395.2019.1656463
Publicado
2023-10-03
Cómo citar
Larco Pullas, J. M. (2023). Retraso en el desarrollo del lenguaje en niños de nivel inicial en Ecuador. Revista De Ciencias Sociales, 29, 197-210. https://doi.org/10.31876/rcs.v29i.40947
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