Guía de acompañamiento psicopedagógico para fortalecer el lenguaje oral en niños de 5 años y su incidencia en el inicio del proceso lectoescritor.

Abstract

In early childhood, language development constitutes a pillar of utmost importance for learning, not only for socialization but also for the construction of thought. Between the ages of three and five, the brain undergoes a period of neuroplasticity, which is highly favorable for the acquisition of linguistic skills necessary for the beginning of the reading and writing process. This research analyzes how oral language develops in a group of students at the Humboldt German School of Guayaquil, specifically during the afternoon session, where difficulties have been identified in phonological awareness, vocabulary, and both semantic and morphosyntactic comprehension. Limitations in these areas affect classroom performance not only in terms of participation but also in the understanding of instructions and preparation for later reading and writing. The study was conducted using a qualitative approach, employing instruments such as a pedagogical assessment and interviews with parents. Through data triangulation, evidence was found of limited clarity in oral expression, difficulties in sound segmentation, as well as certain limitations in sentence construction and vocabulary breadth. For this reason, these findings reflect the need to implement pedagogical strategies that strengthen oral language through a playful, inclusive, and contextualized approach. Consequently, a psychopedagogical support guide was designed, organized into four blocks: phonological, lexical, semantic, and morphosyntactic awareness. The proposal integrates dynamic and meaningful activities aimed at enhancing oral language as a foundation for reading and writing. Its implementation seeks to promote clear and coherent communication and to improve school participation, thus contributing to the comprehensive development of children