Estimulación del componente fonético-fonológico de un estudiante de 6 años de primero de básica de la Unidad Educativa Gabriela Mistral.

Abstract

Good pronunciation contributes to the comprehensive development of children, promoting their ability to communicate, learn and relate to their environment effectively. This qualitative study uses the action research method, which allows collecting detailed information about the specific needs of the student. The study focuses on a student from Unidad Educativa Gabriela Mistral, who presents difficulties in the articulation and pronunciation of various sounds and phonemes. Data collection was carried out through multiple sources, including a bibliographic review on phonetic-phonological development in childhood, the preparation of field diaries during pre-professional practices, interviews with the student and her teacher, a diagnostic evaluation and observations of their performance in the classroom. Data analysis was carried out by identifying categories that allowed triangulation of the information collected. The results show that the girl presents specific difficulties in the development of certain components of the phonetic-phonological system, which has affected her communicative ability. In conclusion, an activity plan is proposed for the stimulation of the phonetic-phonological component. Furthermore, it is expected that this activity plan can be replicated and adapted in other educational contexts, thus contributing to the improvement of teaching practice and the strengthening of language skills in early childhood.