Oral language in boys and girls aged 3 and 4 years at the Pan Miraflores children's center

Abstract

This article examines the development of oral language in early education children, highlighting the importance of the pragmatic, phonological, semantic and syntactic components. A quantitative-descriptive approach was used to evaluate 25 children, revealing that the pragmatic component is the most developed, followed by the phonological, semantic and syntactic component. The discussion highlights the relevance of communication and expression in cognitive and linguistic development. The recommendations emphasize the need to strengthen the syntactic and pragmatic components through interactive and stimulus-rich pedagogical practices. Comparative analysis suggests that educational experiences and environment are crucial for early childhood language development.