Playful activities to develop language in 3-year-old children at the CDI Castillo de Colores
DOI:
https://doi.org/10.56183/iberoeds.v3i1.619Palavras-chave:
Playful activities, language, play, environmental theory, early stimulationResumo
The objective of this essay is to recognize playful activities to develop language in 3-year-old children at the CDI Castillo de Colores. In this context, playful activities, environmental theory emphasizes the relevance of incorporating cultural and social elements in play and language. These activities must reflect the values, norms and practices of the society in which the child is immersed, providing meaningful and contextualized experiences. The applied methodology is of a bibliographic descriptive type used in this study that has allowed the collection and analysis of solid evidence that supports the importance of these activities in the development of language in this early stage of childhood. This implies that an exhaustive review of the existing literature on the subject of playful activities to develop language in 3-year-old children has been carried out, involving play, language, early stimulation and environmental theory. Through this bibliographical review, different sources and citations have been selected and analyzed that support the importance and impact of these activities in language development at this early stage. The ludic activities that are proposed to develop language in 3-year-old children include role-playing, symbolic play, songs, stories and interactive activities. These activities stimulate creativity, imagination, communication and social interaction. In addition, they promote the development of vocabulary, verbal fluency, listening comprehension and oral expression. Early stimulation, through these playful activities, provides enriched sensory and cognitive experiences that are essential for language development. These activities allow children to practice and hone their language skills, strengthening the neural connections necessary for language processing.
Referências
Berk, L. E. (2009). Desarrollo del niño y del adolescente. Pearson Educación.
Berk, L. E. (2013). Child development (9th ed.). Pearson.
Bergen, D. (2002). Play as a medium for learning and development: A handbook of theory and practice. Routledge.
Bodrova, E., & Leong, D. J. (2012). Tools of the mind: The Vygotskian approach to early childhood education (2nd ed.). Pearson.
Bronfenbrenner, U. (1979). La ecología del desarrollo humano: Experimentos naturales y planeados. Paidós.
Brown, E. (2014). Juegos simbólicos y desarrollo del lenguaje en la etapa preescolar. Revista de Educación Infantil, 28(2), 65-78.
Brown, A. (2018). El juego de roles y el desarrollo del lenguaje en niños de 3 años. Journal of Early Childhood Education, 42(2), 65-78.
Clark, B. (2017). El papel de las actividades lúdicas en el desarrollo del lenguaje en niños de 3 años. Revista de Desarrollo Infantil, 32(1), 45-60.
Corsaro, W. A. (2015). The sociology of childhood (4th ed.). SAGE Publications.
Davis, L. (2016). El uso de canciones y cuentos en las actividades lúdicas para el desarrollo del lenguaje en niños de 3 años. Journal of Play Development, 26(3), 112-125.
Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D. J., & Pethick, S. J. (2006). Variability in early communicative development. Monographs of the Society for Research in Child Development, 71(5), v-145.
García, A. (2012). El uso de cuentos en la educación infantil. Editorial Aprendizaje.
García, M. (2020). El uso de materiales manipulativos en las actividades lúdicas y su impacto en el desarrollo del lenguaje en niños de 3 años. Revista de Educación Infantil, 34(2), 87-102.
Ginsburg, K. R. (2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics, 119(1), 182-191.
González, M. (2015). El juego y su papel en el desarrollo del lenguaje según la Teoría Ambientalista. Revista de Psicología Infantil, 39(2), 87-102.
González, L. (2019). El papel de las canciones y los juegos de palabras en el desarrollo del lenguaje en niños de tres años. Revista de Psicología Infantil, 32(1), 45-60.
Isenberg, J. P., & Quisenberry, N. L. (2002). Play: Essential for all children. Childhood Education, 78(5), 262-263.
Johnson, L. (2015). El juego como herramienta para el desarrollo del lenguaje en la etapa preescolar. Revista de Educación, 20(2), 45-56.
Jones, M. (2018). El teatro y la narración de cuentos como estrategias para el desarrollo del lenguaje en niños de 3 años. Journal of Early Childhood Education, 42(3), 112-127.
Kernan, K. (2017). Language and literacy development in early childhood (2nd ed.). SAGE Publications.
Kuhl, P. K. (2010). Brain mechanisms in early language acquisition. Neuron, 67(5), 713-727.
Martínez, R. (2018). El papel de la música en el desarrollo del lenguaje en niños de tres años. Revista de Psicología Infantil, 30(1), 87-102.
Miller, A. (2016). Juegos de mesa y actividades cooperativas para el desarrollo del lenguaje en niños de 3 años. Revista de Desarrollo Infantil, 31(2), 87-102.
McCartney, K., & Phillips, D. (2006). Language development: Connections and disconnections. Psychology Press.
Moncayo Mendoza , M. P. ., & Ramirez Avila, M. R. . (2022). Self-Assessment to improve speaking skills: a brief action research. Sapienza: International Journal of Interdisciplinary Studies, 3(4), 351–362. https://doi.org/10.51798/sijis.v3i6.492
Moyles, J. (2010). The excellence of play (4th ed.). Open University Press.
Papalia, D. E., Olds, S. W., & Feldman, R. D. (2013). Desarrollo humano. McGraw-Hill.
Pellegrini, A. D. (2009). The role of play in human development. Oxford University Press.
Piaget, J. (1962). Play, dreams and imitation in childhood. W. W. Norton & Company.
Pellegrini, A. D., & Boyd, B. (2013). The role of play in human development: A special issue of Early Childhood Research Quarterly. Early Childhood Research Quarterly, 28(3), 249-251.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford University Press.
Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.
Smith, J. (2019). El juego simbólico y el desarrollo del lenguaje en niños preescolares. Revista de Psicología Infantil, 36(3), 112-127.
Sánchez, M. (2019). La creatividad en la educación infantil. Editorial Popular.
Shonkoff, J. P., Boyce, W. T., & McEwen, B. S. (2012). Neuroscience, molecular biology, and the childhood roots of health disparities: Building a new framework for health promotion and disease prevention. JAMA, 301(21), 2252-2259.
Smith, J. (2010). Juego y lenguaje: una perspectiva psicológica. Revista de Desarrollo Infantil, 25(3), 112-127.
Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Harvard University Press.
Vasta, R., Haith, M. M., & Miller, S. A. (2010). Child psychology: Theories and concepts (2nd ed.). Wiley.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
White, S. (2012). El juego lúdico y el desarrollo del lenguaje en niños preescolares. Journal of Play Development, 26(3), 112-125.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2023 Anghelo Josué Guerrero-Quiñonez, Rosa Graciela Barrera-Proaño
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.