Early stimulation and development of language skills: Neuroeducation in initial education in Ecuador

Abstract

Early stimulation is considered a fundamental factor to develop and enhance the child’s psychomotor brain functions, helping to strengthen cognitive, linguistic, motor and social aspects. The objective of the research is to analyze the neurological and theoretical aspects that underpin the early stimulation program in early childhood education children in Ecuador. The study is mixed, using descriptive and interpretive techniques with phenomenological, field and correlational design. The population consisted of 400 children of initial education I and II of Educational Units of the province of Bolívar-Ecuador, using the Ortiz Abbreviated Development Scale as an instrument to know linguistic abilities and skills from the neuroeducation approach. The results indicate that, in the first evaluation, an average estimate is maintained, gross motor skills (56%), adaptive fine motor skills (71%), hearing and language (56%), social personal (57%) and integral development (62 %); In the second evaluation there was also an average estimate, but with an increase in its percentages; In addition, improvements are evidenced in terms of socio-affective, linguistic development and cognitive abilities. It is concluded that an adequate use and implementation of early stimulation programs guarantee the strengthening of cognitive activities, helping the emotional stability of the child to function in society.