Estrategias de intervención para el retraso simple del lenguaje en niños de preescolar.

Abstract

Simple language delay (SLD) and the characteristics presented by this educational need are not always known by preschool teachers to perform an early detection that allows providing appropriate timely intervention. This research aimed to obtain information on the main findings that support the importance of intervention strategies that can be employed to work with children with SLD at the preschool level. The methodology used was the systematic review of the literature, with a qualitative, descriptive-explanatory approach using sources from scientific databases. The findings reported were the lack of strategies by the teachers to attend to children with SLD as well as stimulation at home. This research contributes to the academic community in the field of education with knowledge of the different strategies applied by other researchers to stimulate children who present this difficulty in language acquisition. It is concluded that early childhood educators should provide a correct stimulation through the design of new pedagogical strategies that favor the development of language in children, considering their characteristics and needs to provide timely educational intervention.