Escolarización, su incidencia en el desarrollo del lenguaje oral en niños de 3 a 4 años

Abstract

Schooling is the process by which school-age children must access and complete the compulsory education established by each nation. A study was carried out to analyze the disparities in oral language development between children aged 3 to 4 years who are schooled and those who are not. A descriptive, qualitative-quantitative approach was adopted to understand quantitative aspects such as underlying causes. Data was collected using the Observational Developmental Scale designed by Francisco Secadas. The sample comprised 74 children divided into two groups. The first group comprised children attending school environments, while the second group encompassed non-schooled children from various socioeconomic backgrounds and inclusion programs. This differentiation made it possible to assess the impact of schooling in different contexts. The results revealed a significant relationship between schooling and the level of oral language development, showing that 43% of schooled children reached high levels of language development in contrast to 3% of their non-schooled counterparts. Despite potential limitations, such as the geographic location of the studied population, this research underscores the significance of early schooling in improving oral language in 3- to 4-year-old children. These findings highlight the need to promote schooling as a fundamental strategy to enrich language skills in the early stages of life. Keywords: schooling, development, language, school influence, children.