Impact of Early Stimulation on Language Development in Children Aged 3 to 4 Years

Abstract

Oral language development in early childhood is a fundamental pillar for learning and social interaction. However, within the context of the SAFPI program, limitations are evident in the implementation of linguistic stimulation strategies, particularly regarding application consistency, the availability of educational resources, and the organization of instructional time. Against this backdrop, this study aimed to analyze the oral language stimulation strategies implemented with children aged 3 to 4 and to identify opportunities for improving their application. The research employed a qualitative approach with a descriptive scope and a non-experimental design. Data collection involved direct observation, semi-structured interviews, and document review, conducted with a purposive sample comprising 22 children, 4 teachers, and 2 program specialists. The results reveal a predominance of playful and interactive strategies—such as rhymes, songs, storytelling, and symbolic play—that foster active participation and the functional use of language. However, only a partial alignment was found between the planning and execution of these strategies, constrained by limitations regarding time, resources, and pedagogical monitoring. The study concludes that, while current pedagogical practices rest on a sound foundation, it is necessary to strengthen the systematization of interventions, teacher training, and resource availability in order to optimize communicative development in early childhood.