Dificultad en la pronunciación de fonemas compuestos que incide en el aprendizaje de las palabras en niños de educacional inicial

Abstract

The level of understanding and verbal expression of the child is decisive for their personal development, their social integration and, of course, their school success. Language is the best way for the child to "learn to learn". Pronunciation problems is one of the most common language disorders in children, the best known and easiest to identify. It usually occurs between three and five years, with alterations in the articulation of phonemes. In early education children do not have a writing system that allows them to express themselves, but they have an important resource that is oral language. Detecting problems in pronunciation is key to being able to intervene on time, deriving it to professionals in phonology, being the teacher the person who can detect pronunciation disorders. Initial education is marked by important changes that occur in the physical, emotional, intellectual, as well as the skills to communicate, relate, move, reason when they are in contact with the environment. This educational moment children learn at all times while they play, explore, manipulate and interact in various ways with their physical and social environment. Where the oral language is a fundamental part for its development, as the pronunciation becomes a tool for the construction of knowledge and representation of the world that surrounds the children of initial education. The general objective of the study is to establish the causes that cause problems of pronunciation of compound phonemes in the children of initial education of the San Carlos Educational Unit of the city of Machala.