Desarrollo del lenguaje y calidad de las interacciones en el aula en niños de cinco a seis años de edad en la etapa preescolar

• Ekaterina Oshchepkova ^[1] ; Daria Bukhalenkova ^[1] ; Aleksander Veraksa ^[1] ; Vera Yakupova ^[1]
  1. [1] Centro Científico Federal de Investigación Psicológica y Multidisciplinaria, Moscú
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 37, Nº 3 (octubre), 2025, págs. 761-780
• Idioma: español
• Texto completo no disponible (Saber más ...)
• Resumen

  • La influencia del entorno educativo en el desarrollo cognitivo y lingüístico se ha estudiado durante mucho tiempo y sigue siendo relevante e importante en la educación preescolar. En el presente estudio, se utilizó el dominio de apoyo instruccional del Sistema de Puntuación para la Evaluación del Aula (CLASS) para evaluar el entorno educativo. Se midieron todos los aspectos del desarrollo del lenguaje, incluyendo la conciencia fonémica, el vocabulario expresivo, la conciencia gramatical y la producción de narraciones. Doscientos sesenta niños de preescolar (49% varones) de entre cinco y seis años participaron en el estudio. Los resultados revelaron que los niños de los grupos de preescolar con un mayor nivel de apoyo instruccional mostraron un mejor desempeño léxico y gramatical, así como una mayor capacidad para componer narraciones, que los niños de los grupos con un menor nivel de apoyo instruccional. Además, los niños de los grupos con un alto nivel de apoyo instruccional utilizaron con mayor frecuencia frases complejas y un mayor número de conectores lógicos que los niños de los grupos con un bajo nivel de apoyo instruccional. En cambio, no se observaron diferencias significativas en los aspectos fonémicos y de vocabulario del desarrollo del lenguaje. Las diferencias en la gramática fueron contradictorias y requieren aclaración en futuras investigaciones.

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