El lenguaje oral como indicador de la identidad y autonomía en los niños de 5 años

Abstract

Children need a healthy and stimulating environment that favors all areas of their development, especially language, since vocabulary and pronunciation will allow them to establish an adequate communication. However, there are aspects that hinder the normal development of language and makes it difficult or prevents children from expressing themselves and interact. The present research work focuses on determining the relationship between oral language, identity and autonomy through its characteristics and evolution in 4-year-old children. To do this, substantive theories are selected to support the study variables, and research tools are applied to describe them. This research has a quantitative approach, since it collects data through the application of a structured observation sheet. Its design is correlational because its main objective is to establish the relationship between the variables; and it is purposeful, because it strictly follows the guidelines of scientific research and applies the research techniques that lead it to propose a solution to the problem posed. The methods used are the inductive and deductive method, the same ones that made possible to outline the research hypothesis. The population on which this work was based is made up of 100 children from early childhood education, level 2; 100 parents and 4 teachers, the sample having been chosen by simple random sampling, which corresponds to 25% of the population. The results of the research work allowed us to conclude that there is an important relationship between oral language and identity and autonomy in children, so it proposes the design of a didactic guide for the development of oral language through playful activities that allow strengthening identity and autonomy skills in 4-year-old children.