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Accompanying the integral development
of linguistic skills for language
acquisition in children in early childhood
education
Acompañamiento al desarrollo integral de las
habilidades lingüísticas para la adquisición del
lenguaje en los niños y niñas de educación inicia
Jeanette Marlene Coello Pisco
*
Alexandra Cecibel Huerta Cruz
*
Virginia Margarita Barzola Veliz
*
Mariela Alexandra Infante Orellana
*
Abstract
In this work of analysis of the linkage project, the focus was on
"Accompanying the integral development of language skills for the
acquisition of language in early childhood education". Listening,
speaking, reading and writing are the four important linguistic skills
that must be mastered in order to communicate effectively. For the
*Master, Universidad de Guayaquil, Facultad de Filosofía,
Letras y Ciencias de la Educación, Guayaquil, Ecuador,
jeanette.coellop@ug.edu.ec, https://orcid.org/0000-0001-
9406-0087
* Ph.D Universidad de Guayaquil, Facultad de Filosofía,
Letras y Ciencias de la Educación, Guayaquil, Ecuador,
alexandra.huertac@ug.edu.ec, https://orcid.org/0000-0002-
2719-3960
* Master, Universidad de Guayaquil, Facultad de Filosofía,
Letras y Ciencias de la Educación. Guayaquil, Ecuador,
Virginia.barzolav@ug.edu.ec, https://orcid.org/0000-0002-
3437-9798
* Master, Universidad de Guayaquil, Facultad de Filosofía,
Letras y Ciencias de la Educación. Guayaquil, Ecuador,
mariela.infanteo@ug.edu.ec, https://orcid.org/0000-0002-
8938-7701
Article
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purpose of selecting the beneficiary population for the project, the
population of zone 8 of the Tarqui parish in the province of Guayas
was considered. The general objective of the project is to provide an
integral education of language skills for the acquisition of language
in children in early education, through the application of direct
strategies of sensitization, pedagogical accompaniment and
exchange of experiences with those involved. The research
methodology applied in the project was qualitative-quantitative, with
the techniques and strategies of inquiry, as a result it was obtained
that cognitive activities, group dynamics, body expression, role
playing, art techniques and creativity will be performed to properly
apply the contents of phonological awareness, stimulating the meta-
phonological skills and thus ensuring the reading success of children,
it is proposed to apply the training methodology with humanistic
approach and multisensory method.
Keywords: accompaniment integral development, linguistic skills,
initial education.
Resumen
En este trabajo de análisis del proyecto de vinculación se enfocó
sobre el “Acompañamiento al desarrollo integral de las habilidades
lingüísticas para la adquisición del lenguaje en los niños de
educación inicial”. Escuchar, hablar, leer y escribir constituyen las
cuatro habilidades lingüísticas importantes que se deben dominar,
para poder comunicarse con eficacia. Para efectos de selección de la
población beneficiaria en el proyecto, se consideró a la población de
la zona 8 de la parroquia Tarqui provincia del Guayas. El proyecto
tiene como objetivo general proporcionar una educación integral de
las habilidades lingüísticas para la adquisición del lenguaje en niños
de educación inicial, mediante aplicación de estrategias directas de
sensibilización, acompañamiento pedagógico e intercambio de
experiencias con los involucrados. La metodología de investigación
que se aplicó en el proyecto fue de corte cuali-cuantitativo, con las
técnicas y estrategias propias de la indagación, como resultado se
obtuvo que se realizarán actividades cognitivas, dinámicas grupales,
expresión corporal, juego de roles, técnicas de arte y creatividad,
para aplicar adecuadamente los contenidos de conciencia fonológica,
estimulando las habilidades meta fonológicas y de esta manera
asegurando el éxito lector de los niños, se propone aplicar la
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metodología formativa con enfoque humanístico y el método
multisensorial.
Palabras claves: acompañamiento desarrollo integral, habilidades
linguisticas, educación inicial.
Introduction
The problem addressed in the analysis of the project of linkage with
society is to improve the Linguistic Diversity through the
"Accompanying the comprehensive development of language skills
for language acquisition in children in early education" that affects
the cognitive maturity in the axes of development and learning in the
development of expression and communication in the field of Early
Education, in the areas of development and learning of children from
0 to 3 years old and 3 to 5 years old. Therefore, the learning
expectations that are required to be reached in each educational
sublevel are oriented, making it possible to achieve the exit profile.
The learning objectives are derived from these. Their formulation is
defined according to each of the areas. Therefore, this academic
problem marks a considerable gap between education that is learning
to know, learning to do, learning to live together, learning to be.
It is necessary to state the achievement of the skills to be attained in
a given period of time. They are explicit intentions of what is
expected to be achieved through educational action. The Skills in a
similar line to the other educational levels, which are expressed by
answering the question "What should children know and be able to
do? These skills will be graded and will respond to the individual
potentialities of children, respecting the characteristics of
evolutionary development and taking into account cultural diversity.
For children from 0 to 2 years of age, skills are understood as the
estimated references that show the progressive level of development
and learning of the child, whose purpose is to establish a
systematized process of stimulation that will allow maximizing their
development, while for children from 3 to 5 years of age, the skill is
the set of skills, knowledge, attitudes and values that the child will
develop and build, through an intentional pedagogical process of
accompaniment. The process of skill development is continuous and
progressive, which implies that the age ranges proposed for the
formulation of these skills are estimated ages, since the achievement
of the skill will depend on the learning pace of each child. Under no
circumstances will these ages be considered as rigid criteria.
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Therefore, it should be overcome as soon as possible with a great
sense of responsibility in the teaching and learning process, to
improve the shortcomings that may occur in these sub-levels of
initial 1 and 2 that is in the acquisition of language, expression and
communication that children from 0 to 5 years can aggravate the
internalization of knowledge, which causes a lack of interest in the
learning process causing difficulties in the part of language skills.
Therefore, this educational problem marks a considerable gap
between education, which is learning to know, learning to do,
learning to live together, learning to feel. Where it should be both
stimulated and accompanied to improve knowledge.
Three axes of development and learning are proposed for all early
education, each one of them encompassing different areas proposed
for each educational sublevel. The axes of development and learning
will be:
Expression and communication, with the following sublevels:
Children from (0 to 3 years old) For the Initial 1 sublevel of this axis,
the areas of verbal and nonverbal language manifestation are
derived. Manifestation of verbal and non-verbal language. This area
develops aspects related to language acquisition, addressed both in
its structuring function (guttural signs, babbling, monosyllables,
two- and three-word sentences) and in its mediating function of
communication through different forms of language. Another aspect
considered is the increase of vocabulary used by the child, in order
to satisfy his basic needs, to express his desires, thoughts, emotions,
to move from egocentric language to social language.
Children from (3 to 5 years old) For the sub-level Initial 2, the
domains of comprehension and exploration of language. Language
comprehension and expression. In this area, the development of
children's language is enhanced as a fundamental element of
communication that allows them to externalize their thoughts, ideas,
desires, emotions, experiences and feelings, through verbal and non-
verbal symbols and as a means of relating with others, using the
manifestations of various languages and languages. Of great
importance is the treatment of linguistic awareness, which is
intended to lay the foundations for future reading and writing
processes, as well as for an adequate development of pronunciation
in children's speech. Language also supports the construction of
cognitive processes that facilitate knowledge and representation of
the world, creativity and imagination. In this sense, language is a
fundamental tool for children's development and integral learning.
(Ministry of Education , 2016)
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For this reason, it will be carried out in the children of Initial
Education of the different institutions that will participate, according
to the population according to the existing parallels that apply to
1367 children of the level of 0 to 5 years, this project of the linguistic
diversity will make the accompaniment of the linguistic abilities in
the phonological organization, lexical organization - semantic and
morphosyntactic organization, that hinders the development of the
linguistic abilities in the oral comprehension, auditory
comprehension, written expression and reading comprehension.
Therefore, children may present difficulties in school maturity,
especially in the Manifestation of verbal and nonverbal language and
comprehension and expression of language, which has four
components or characteristics: reading comprehension, listening
comprehension, oral and written expression, among others.
Similarly, we will strengthen the problems in language skills that
affect children of the initial level, in different educational units,
located in the canton Guayaquil, in zone 8 of the parishes Tarqui,
Febres Cordero where they can be seen especially in language skills
such as phonological and articulatory part where it is required to
enhance the development of cognitive abilities in language
acquisition, whose causes may be the lack of stimulation and support
in the processes of teaching - learning appropriate or ignorance of
the problems that may arise.
According to the author (Chén, 2017) the most visible symptoms are:
Symptoms of expressive developmental delay: Symptoms such as
extremely limited vocabulary, difficulties in memorizing words or
producing long sentences are evident.
Symptoms of mixed expressive-receptive language delay: You will
see all the symptoms related to expression seen above, plus problems
associated with reception, such as difficulty understanding words or
phrases.
Symptoms of a phonological delay: They will be noticed by the
inability to use certain speech sounds, errors in production,
representation and/or use of sounds.
However, several investigations show that linguistic processes will
always have characteristics that help to improve pronunciation,
phonology and articulation, oral expression and verbal expression.
Within this area we work on mental processes and articulation that
is related to the phonoarticulatory apparatuses where they are
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exercised through different exercises and playful activities, where it
allows the construction of thought to express ideas.
This results in children at school not integrating with their peers and
limiting themselves when expressing feelings, emotions, and
opinions, excluding themselves from the social environment.
Likewise, shyness and insecurity are noticeable in children due to
their low self-esteem, because of fear of being teased, which causes
them to be quiet and shy. The main cause for the inadequate
pronunciation of complex phonemes is the overprotection of parents,
which does not allow the development of language, by pronouncing
them incorrectly because they spoil them and do not speak clearly,
perhaps they do not know the magnitude of damage they cause to the
child's development. These causes are: Organic Causes (Hereditary:
Inherited from parents to children. Congenital: use of drugs, or
diseases such as rubella during pregnancy. Perinatal: occurring
during childbirth, such as anoxias. Postnatal: occurring after birth,
e.g. prematurity). Functional causes are due to a pathological
functioning of the organs involved in the emission of language
(Environmental causes: They refer to the family, social, cultural and
natural environment of the child and how they influence their
emotional and affective development. (Rodriguez, 2016)
In addition, the lack of attention to the development of language
skills of girls and boys in the Expression and Communication, is a
negative factor for the evolutionary development of children,
because the lack of knowledge of stimulation activities and support
for proper pronunciation, leads to serious consequences in the infant,
if a child has not adequately developed their language, If a child has
not adequately developed its language, it will have problems in the
future to pronounce and will exacerbate the lack of self-confidence
in the infant may appear anxiety, anger, frustration, symptoms that
are also reflected in parents when they can not express their children
in a clear way the thoughts and emotions that require to act and not
achieving it can generate unexpected behavior to get their attention
with others.
In Guayaquil Canton, zone 8, the statistics below are generated by
other institutions that belong to the National Statistical System.
INEC. The Gross Enrollment Rate published by INEC and other
institutions, such as SIISE, are official data accepted and used by the
Ministry of Education. These data may differ from those presented
in this document due to the fact that different primary sources are
used for their calculation. For the disaggregation of information, the
territorial division used in the population projections should be taken
into account.
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The direct beneficiary population will be children from 0 to 5 years
of age, in order to offer a quality education that provides equal
opportunities to all, provides teachers and other actors of Early
Education, a curriculum to guide the teaching and learning processes
at this educational level. With Ministerial Agreement 0042-14 of
March 11, 2014, the application and mandatory compliance with the
Early Education Curriculum was made official for all public, private
and public-commissioned institutions nationwide that offer early
education and for the Early Childhood Family Care Service
(Servicio de Atención Familiar para la Primera Infancia-SAFPI).
The Early Education Curriculum is based on the right to education,
attending to personal, social and cultural diversity, identifies with
sequentiality criteria, basic learning in this educational level,
contains methodological and qualitative evaluation guidelines,
which will guide teachers of this educational level in the teaching-
learning process. (Ministry of Education, 2018) Therefore, this work
will be carried out in Zone 8, which corresponds to the city of
Guayaquil and its close family and strategic allies: teachers,
directors, and significant leaders.
Art. 40.- Initial education level: The initial education level is the
process of accompanying the comprehensive development that
considers the cognitive, affective, psychomotor, social, identity,
autonomy and belonging to the community and region of children
from three to five years of age, guarantees and respects their rights,
cultural and linguistic diversity, own rhythm of growth and learning,
and enhances their capacities, abilities and skills.
Early education is articulated with basic general education to achieve
an adequate transition between both levels and stages of human
development. Early education is the co-responsibility of the family,
the community and the State with the attention of public and private
programs related to the protection of early childhood. The State is
responsible for the design and validation of educational modalities
that respond to the cultural and geographic diversity of children from
three to five years of age. The education of children from birth to
three years of age is the primary responsibility of the family, without
prejudice to its decision to opt for different modalities duly certified
by the National Education Authority. The education of children from
three to five years of age is an obligation of the State through
different modalities certified by the National Education Authority.
(LOEI, 2017)
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Justification
In this space two groups will benefit in the field of early education,
the Educational Units and the governmental Institution MIES
(Ministry of Inclusion and Social Economic ) will be these two
groups that will be in the participation of the project that are the
children of the level of early education, and the educational
community; where the program "Accompaniment to the integral
development of the linguistic abilities for the acquisition of the
language in children of early education" will be implemented. The
other direct beneficiary institution will be the MIES, an institution
that directly benefits children from 0 to 3 years old in the early
education level in the northern and southern sector of the city of
Guayaquil, with low school performance. Total: 810 children per
year.
The indirect beneficiaries will be the university students of the
Faculty of Philosophy, Letters and Educational Sciences of the Early
Childhood Career who will do internships and research teachers of
the University of Guayaquil. They contribute to the multidisciplinary
work among the entire educational community, to develop mainly
language skills in a comprehensive manner and thus provide an
opportunity to develop a quality education and warmth of early
childhood. Therefore, there is the following payroll.
Priority attention or vulnerability group was 450 students of the
University of Guayaquil of the Faculty of Philosophy, Letters and
Educational Sciences. Career: of Early Childhood Educators / Early
Education, undergraduate students: 1,350 during the three years of
the linking processes, prior to graduation. Traditional communities:
all actors involved with the population served are indirect
beneficiaries because they contribute to removing barriers to
learning and participation. Priority attention or vulnerability group
1,100 parents and significant adults will benefit from the
improvements their children will obtain in academic performance
and from the elimination of barriers to learning and participation.
Linguistic skills are focused on developing the auditory part and
verbal expression that gives the opportunity to improve the
information processes of children and are acquired through the
procedures of knowledge. Therefore, the linguistic skills will be
where the information for the elaboration of thoughts is received.
Listening, speaking, reading and writing are the four important
linguistic skills that must be mastered in order to communicate
effectively according to Cassany, Luna and Sanz (1998). Linguistic
ability means having knowledge about the use of language mastering
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the four linguistic skills being competent in the use of language. To
be competent in oral, written, receptive and productive language
skills. (Ax Coy Arturo, ( 2016)
However, skills should be strengthened in the initial stage, in order
to develop abilities and skills that lead to efficiency, warmth and
quality in the field of communication and in the aspects related to
society and culture. During the growth of infants, the structural basis
of linguistic acquisition should be worked with the accompaniment
of legal representatives, considering that interaction creates contexts
of communication and at the same time learning of language
structuring guidelines for the codification of meaning. The teachers
and the Educational Institution encourage the linguistic and
communicative development not in a spontaneous way as in the
family but in a more systematized and structured way. That is, the
organization within the phonological, lexical-semantic,
morphosyntactic structure, allows children to motivate to improve
the language in the learning process, specifically according to the
curricular planning of the educational institution.
Expression and communication is one of the most extraordinary
abilities with which the human being is endowed, but despite the
great complexity involved in its learning, it seems that we are
designed to communicate through this complex system, since our
genetics endows us with the neurobiological mechanisms necessary
for its development. However, correct development is not
guaranteed, as it is influenced by various individual, family, social
and contextual factors, which can condition the appearance and/or
pace of linguistic development. In this process, it is crucial that
children are exposed to the sounds of speech from birth, whether or
not they can understand the meaning or reproduce the words they
hear. (Servera, 2018).
In the first years of life it is necessary to carefully review the axis of
development and learning in Expression and Communication, in
order to develop the skills and abilities of each area according to the
age of the children who are between 4 and 5 years old. It is important
that speech and verbal language require stimulation of the brain, this
is a maturation process and in each period of its evolutionary
development, will help to overcome a constant coexistence in the
relationship with others. Thus, each child fulfills an evolutionary
stage of language. Authors who focus on the process of speech
sounds that make up the words of their language, it is necessary to
recognize the basic sounds of their mother tongue.
Stages in the acquisition of language development
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Pre - linguistic
Breathing organs
Lungs: They are the largest organs of the human body and their main
function is to allow the inspiration and expiration of air.
Bronchi - These are the tubes that arise from the bifurcation of the
trachea. Each of the bronchi is connected to one of the lungs.
Trachea - One of the most important elements of the respiratory
system. It is the tube that connects the nose and mouth with the lungs
and bronchi.
Organs of phonation
Larynx - This is the organ of phonation since the vocal cords are
located in the larynx.
Vocal cords are the element of the phonological apparatus
responsible for voice production.
Resonators - They are in charge of converting the vibrations coming
from the vocal cords into sound.
Organs of articulation
Palate: The main function is to separate the oral cavity from the
nostrils and the interaction with the tongue allows the articulation of
sounds.
Tongue: It plays a key role in numerous functions, such as hydration
of the mouth, swallowing and language, among others.
Teeth: It is interesting to know that not all children have to reach the
totality of their teeth and molars until adulthood because there is not
always enough room for growth.
Lips: They are essential for carrying out a wide range of functions,
such as sucking or kissing, among others.
Glottis - The narrowest part of what is called the laryngeal lumen, a
space bounded by the vocal cords. Before the vibration of the vocal
cords, the sound is transformed into voice or sonority. (Apples, (
2019).
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Definitely, children at this age are worked through the stimulation of
the organs through different playful activities both in the classroom
and in the recreational part of the language. Another factor that is
focused on are the parents who play a very important role in the
development of the language of the children because they are the
first verbal communicators where they will allow a dialogue of
repetition of daily actions in different situations where they will
provide opportunities for linguistic enrichment for their children.
According to (Cervera, ( 2006) It can be said that language as it is
perceived is the result of the implication and simultaneity of four
different organizations that correspond to as many components of it.
According to this, we could speak of phonetic organization, syntactic
organization, semantic organization, pragmatic organization, etc.
Phonemic organization. - Phonics, phonological awareness, and
phonemic awareness are all part of the process of learning to read.
Although people often confuse them. Although these terms are
related, they are not the same. Phonics instruction teaches children
to connect words with sounds, to break words into sounds, and to
blend sounds into words. (Florit, 2017). It is necessary that this
linguistic learning takes care of all the processes both phonetic and
linguistic system that is the mixture between sound and symbols, to
develop these skills allowing to acquire the skills that are required in
the school stage and to use it in the social environment.
Syntactic organization. - It refers to the role played by a word or
morpheme or syntactic constituent within a syntactic construction
that includes it or, more precisely, to the combination relations or
syntagmatic relations that a word maintains with the other words of
its context. (Bizama, 2017)
Semantic organization. - It corresponds to the evolution of the
meaning of the word. Fernando de Sausurre raised the duality
existing between the meaning and the signifier, i.e. the union
established between the referent and its symbolization in language.
The semantic relationship takes place through a series of adaptations
between the child and the surrounding world, from the point of view
of the child's representation of this world and the communication
he/she establishes with it. (Moreno, 2016) However, the evolution of
the language has a meaning to the symbolic part of the language and
that channels with the social part of where the environment and the
context where he/she lives is related, it is necessary to take into
account the global part of the experience that the child acquires
during the first years of life.
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Linguistics and Pragmatics are conceived as neighboring and
complementary sciences, susceptible of having points in common.
Pragmatics is oriented towards sociolinguistics when it emphasizes
the functions of language (Labov, Goffman).
It is oriented towards psycholinguistics when it emphasizes the
processes of information acquisition and processing (Milner,
Charoles).
It is oriented towards cognitive sciences, which consider that the
pragmatic treatment of information reveals a central system of
thought and define a deductive Pragmatics in charge of analyzing
general inferential processes, universal and not specific or exclusive
to language. (Urbina, 2016).
However, the skills that should be developed in the language of
children is to know how to manage the social, affective and cognitive
aspects to improve the behavioral processes that provide the
opportunity for the expression of speech where thinking is
strengthened. There are different abilities and skills in children that
can be presented in moments of learning in a natural way and that
must be adequately stimulated to prevent simple or complex
symptoms for this reason affects a group of children in the
Manifestation of verbal and nonverbal language and comprehension
and expression of language. It is necessary to remember that both
speech and language are two different functions that in such a way
are united in the individual interaction of each infant where they
evolve in communication with more clarity and effectiveness.
However, one of the most developed expressions is gestural
expression.
For this reason, it is required that the centers where the Linguistic
Diversity project is implemented provide a comprehensive
environment, rich in stimuli, methods, techniques, models,
appropriate strategies and a wide range of uses of resources to
enhance natural contexts that favor the use of oral language and
communication.
Speech and language are not the same thing. Speech is what is
involved in making the sounds of spoken language. There are four
elements that make up speech: articulation, phonology, voice and
fluency.
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Materials and methods
This methodology aims to promote a reflection on the approaches
set out in the current curriculum design in the field of Early
Education proposed by the Ministry of Education so that they can
perform cognitive activities, group dynamics, body expression, role
play, art techniques and creativity, to properly apply the contents of
phonological awareness, stimulating the meta-phonological skills
and thus ensuring the reading success of children.
Formative Methodology develops the acquisition of children's skills
where it is articulated around the advancement of basic
competencies and vital beliefs adapted to the needs and
characteristics of the 0 to 6 years stage.
Strategies will be applied with a humanistic approach that is
involved in promoting learning where it allows to break the space
and time offered with learning to know, learning to do, learning to
live together and learning to be, identifying with the needs of
children dynamic and interactive personalized and that the activities
are playful where it allows to build with the reality of knowledge and
stimulates the development of comprehensive learning of students in
this educational community that is applied significantly.
The multisensory method is not just limited to reading and listening.
Instead, it attempts to use all the senses. Lessons will not use all five
senses (taste, smell, touch, sight, hearing and movement). But, in
most multisensory lessons, students can access the material being
taught in more than one way. That's multisensory teaching.
Conveying information through things like touch and movement,
called tactile and kinesthetic elements, as well as through sight and
hearing.
Phonological awareness is the ability that children develop through
oral language accompanied by the senses that will be used in the
teaching process to channel learning.
Evaluation is an integral process that allows the assessment of the
results contained in terms of the proposed objectives, according to
the resources used and the existing conditions; this implies obtaining
information that allows the elaboration of valid judgments about the
achievement of a certain objective, the efficiency of a method.
(González, 2015) Definitely, educational methods have been
modifying, according to the different currents linked to education,
the role of the student and the teacher, the resources needed, the
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types of activities, the distribution of space, the types of tasks and
many other issues.
The processes used for the collection of information in this modality
are based on the processes of qualitative and quantitative research
that allow the collection of information through clear and transparent
processes and techniques at the moment of entering the field of
research, especially in the educational community where all the
participating subjects will be taken into account to collect
information according to what is to be investigated in the educational
context.
The Bibliographic Research in this research is strengthened with the
theoretical framework that is applied in the theoretical foundation of
the project where bibliographic information is sought in order to
reinforce the results through the analysis that are sources of
information and are found in different types of texts with authors
who have reached the conclusion through different areas of study
and analyzed over the years.
"The bibliographic or documentary research consists of the review
of existing bibliographic material regarding the topic being
analyzed". (Matos, 2020) Therefore, It is important to consider
where the information is obtained, because a textual quotation is
required in the researcher's argumentation, to corroborate where it
was obtained, certify the legitimate author. Finally, it can be
emphasized that the bibliographic research goes from the beginning
with the most elementary tasks to the future researcher, the
fundamental bibliographic principles. However, the bibliography
can be obtained from books, documents, journals.
Field research. It helped to collect data directly from reality and
allows obtaining direct information in relation to a problem. (Rus,
2020) Therefore, it will allow to review the context of an entire
educational community that is related in all integral aspects of the
education of children, teachers, legal representatives and other
members of the community such as administrative managers and
janitors, the methods applied in the same place where the problem
develops that occurs in the different settlements with whom contact
is made with who or who are the managers of the problem being
investigated through a field survey.
Exploratory research. It allowed the application of different
methodological tools of research such as qualitative and quantitative
and other technical tools such as surveys, interviews, observations
as well as the purpose of analyzing or examining a given topic or
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problem that has been addressed. Taking the exploration will be
allowed with laws that sustain that the limit of this exploration will
not cause any exaggeration that may cause any harm to those
involved and with permissions according to the educational research.
According to the author (E-nquest, 2018) they can be very useful
because they will allow us to have a general knowledge of the topic
we want to deal with in order to launch teaching processes that allow
us to have a method, techniques and activities for the future, since
they are going to make us have an approximate and previous idea of
something about which there are still no previous studies, and serve
as general and base information for future market studies.
Descriptive research According to the author (Mejia, 2020)"is
responsible for describing the population, situation or phenomenon
around which its study is focused". It can also be summarized as a
methodological and systematic process, offering the solution of
problems to scientific questions asked by researchers. The researcher
must define what he is going to measure and who will be involved
in this measurement.
Explanatory research. According to (Sampieri, 2016)the project has
explanatory research because it is looking for the causes for which
pollution occurs, in addition to explaining these causes and the
effects it produces. Therefore, this research is defined as a
pedagogical basis for teachers in the situations presented by a
perfectly structured research at a descriptive level of exploration and
scientific that allows us to seek methodological solutions according
to the topic that we will explain in the process of seeking a good
purpose to the problem.
The Observation Technique "The observation technique is a research
technique that consists of observing people, phenomena, facts, cases,
objects, actions, situations, in order to obtain certain information
necessary for an investigation". (Castellanos, 2017) Definitely, in
this instrument process the observation will serve to collect general
information when visiting the different students of levels 1 and 2 of
the initial education field, as well in the place of the facts in the
different disciplines or activities that the educational community
participates in the development of learning of children from 0 to 5
years of the Educational Unit "Ciudad de Esmeralda" of the city of
Guayaquil.
Observation is a technique used in the collection of information that
consists of observing, accumulating and interpreting the actions,
behaviors and facts of people or objects, as they usually perform
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them, the instruments used were the classroom observation sheet,
review and analysis of studies conducted through positive
interactions, versus negative, integral model, multisensory method
and phonological awareness.
Results
The results of the intervention or the unification of guidelines will
reflect the impact of the resources to make a teaching action for life,
even when working on the diversity of linguistic skills. To make the
respective discussion of the results, working groups will be used,
technical tools such as observation, interview, questionnaire, in
order to collect the quality processes, which will benefit the entire
educational community and society, giving the opportunity to build
a quality proposal for the accompaniment of the integral
development of language skills for the acquisition of language in
children in early childhood education.
The analyses that were used to obtain the results are with the specific
method that guides the research, through parameters taking into
account the qualitative measures, since these describe the
characteristic of the population, such as: arithmetic mean, variance
and variation coefficient. The statisticians are used for quantitative
measures that specify the characteristic of a sample and are
considered probabilities for a population.
Discussion
Accompanying and monitoring children identified at risk of
vulnerability in our academic unit, so that they can complement the
practice processes. Respond to the diversity of needs of students and
guide them in the strategies that they can execute in the cognitive,
procedural and attitudinal part.
Contribute to theoretical and analytical reflection with knowledge
typified and addressed in the internship experience. To stimulate the
self-esteem of these students through the most important functions
of personality, motivation and behavior of mental health
development.
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