La dislalia y los ritmos de aprendizaje en los niños de 5 a 6 años, Machala 2024

Abstract

The adopted methodological approach was quantitative, gathering data through descriptive and analytical methods, which allowed for a precise diagnosis of the current situation in the educational institution regarding deficiencies and problems in oral language. Additionally, complementary approaches such as the synthetic method were incorporated for thorough analysis, and auxiliary methods like comparative and bibliographic analysis were used to enrich and support the collected information. The technique employed included an interview with 13 questions directed at the Preparatoria teachers, who contributed their knowledge to the development of the research, and an observation guide with 10 questions directed at the students. The results obtained revealed deficiencies in oral language in the majority of the children observed, highlighting a significant area of concern. It was analyzed that, although teachers have knowledge on this topic, their application is not consistent, as they tend to prioritize other aspects of language development in their classes, often due to curriculum constraints and time limitations. This inconsistency underscores the need for targeted interventions and additional support for teachers to effectively address oral language deficiencies. To address this situation, a didactic guide was developed as a support tool for teachers. Additionally, it was recommended that teachers seek training opportunities in the identified areas. Finally, it was suggested to incorporate didactic guides as complementary resources to ensure effective implementation in the proper treatment of dyslalia and the improvement of learning rhythms. These steps are essential for fostering an environment where all children can achieve optimal language development.