EL USO DE TÉRMINOS CORRECTOS EN EL AULA DE EDUCACIÓN INICIAL Y SU INCIDENCIA EN EL DESARROLLO DEL LENGUAJE DE NIÑOS DE 3 AÑOS.

Abstract

This research analyzes the impact of teachers´ use of correct terms in early childhood education on the language development of three-year old children. The study adopts a qualitative approach under the socio-critical paradigm, using an action research methodology with a descriptive scope. This approach allows for the examination of teachers´ linguistic practices and their impact on students´ communication skills. The population consists of four early childhood teachers, thirty three-year old children, and a specialist in child language development, to whom interviews and observation sheets are applied. The results show that the use of clear, precise, and affectionate language by teachers promotes children´s comprehension and oral expression, strengthening their linguistic and cognitive development. Strategies such as storytelling, daily routines, dramatizations, and role playing are identified as effective in facilitating the acquisition of new vocabulary and promoting meaningful communication. In conclusion, it is confirmed that the conscious use of correct terms positively influences the child´s overall development. Finally, it is recommended that teachers receive training in linguistic strategies and that families participate actively as complementary factors in this process.