Detección temprana de dificultades de lenguaje en Educación Infantil
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2014-07-30
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Jaén: Universidad de Jaén
Resumen
[ES] Este trabajo constituye una investigación sobre la detección temprana de niños con dificultades en el desarrollo del lenguaje. Se ha desarrollado tomando como base un protocolo de observación del lenguaje para maestros de Educación Infantil que se recoge en la publicación Perfiles de desarrollo del lenguaje. Este protocolo requiere información sobre factores que pueden influir en el lenguaje (de salud, sociales, culturales, conductuales...) y sobre habilidades lingüísticas propiamente dichas, tales como habilidades de pronunciación, gramaticales y pragmáticas. Con este trabajo se pretende comprobar la eficacia de este protocolo y demostrar que los profesores pueden detectar con gran habilidad a los alumnos con dificultades del lenguaje, si reciben una orientación apropiada. Esta investigación ha sido desarrollada en un centro público de Jaén, en tres clases de educación infantil con 75 niños cuyas edades estaban comprendidas entre los 5 y los 6 años, y han participado sus correspondientes tutoras.
[EN] This paper is a research on the early detection of children with difficulties in language development. It has been developed based on an observation protocol language for teachers of early childhood education as reflected in the publication Profiles of language development. This protocol requires information on factors that may influence the language (health, social, cultural, behavioral...) and proper language skills, such as pronunciation skills, grammar and pragmatic. This work aims to test the effectiveness of this protocol and demonstrate that teachers can detect with great skill to students with language difficulties, if they receive appropriate guidance. This research was carried out in a public center of Jaén, in three primary classes with 75 children whose ages ranged from 5 to 6 years, and have attended their respective mentors.
[EN] This paper is a research on the early detection of children with difficulties in language development. It has been developed based on an observation protocol language for teachers of early childhood education as reflected in the publication Profiles of language development. This protocol requires information on factors that may influence the language (health, social, cultural, behavioral...) and proper language skills, such as pronunciation skills, grammar and pragmatic. This work aims to test the effectiveness of this protocol and demonstrate that teachers can detect with great skill to students with language difficulties, if they receive appropriate guidance. This research was carried out in a public center of Jaén, in three primary classes with 75 children whose ages ranged from 5 to 6 years, and have attended their respective mentors.