La estimulación temprana en el desarrollo del aprendizaje en niños de inicial dos

Abstract

The development of the different capacities of the human brain requires stimuli such as sounds, movements and images promoted from the very moment of birth. In this sense, Early Stimulation (ES) serves as a basis to enhance the physical, cognitive and psychosocial notions that guarantee that a teaching/learning process is carried out effectively. Under this premise, the present research arises with the objective of determining the incidence of early stimulation in the learning development of children in Pre-school II. The study was developed under an explanatory level, of bibliographic type, descriptive design and qualitative approach, making use of the deductive and analytical method that allowed analyzing different theoretical supports obtained from several sources of information duly referenced. It is observed that, at the Latin American level, Educational Systems have promoted ES from the preschool level, since they contemplate that all the experiences developed by individuals from the very moment of their birth are maintained throughout their life cycle, enhancing the development of cognitive, linguistic, motor and social functions. Finally, ES involves the execution of various graphic, bodily, ludic and language interventions that help train and stimulate the child's brain. In addition, it is a process that facilitates the diagnosis of any learning difficulty; therefore, an incorrect ES, influences the children of Initial II to be dependent, lacking imagination, creativity and imagination, becoming simple repeaters of information. Keywords: education, preschool, sublevel two, family participation