Componente lúdico como método de corrección para la Dislalia Funcional en un niño de 7 años de EGB

Abstract

The following research project is based on a 7-year-old child of General Basic Education of a school in Cuenca; aimed at correcting the phonetic-phonological speech disorder he presents, given by a functional dyslalia. The work is based on the theoretical background of different authors recognized in the logopedic and ludic fields as well as in the academic and social fields. The methodology focuses on the single case study, within a qualitative approach and a hermeneutic paradigm, where methods, techniques, and instruments are used for data collection, such as interviews, observation guide, and the logopedic record, allowing an analysis of results and obtaining through triangulation the current diagnosis of the child's functional dyslalia, finding alterations in his articulation, pronunciation, difficulties in phonemic perfection and phonological awareness. Therefore, in order to give an answer and solution to this research, the design of a Playful Guide is proposed, which focuses on correcting the child's functional dyslalia and improving the affected phonetic-phonological component through exercises and activities using the playful component, which includes a series of stimulating and fun games, making the subject of the study feel comfortable and participate fully in these actions.