Dificultad del lenguaje oral en la primera infancia: Implicaciones para el desarrollo socioemocional, una revisión teórica
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La adquisición temprana del lenguaje oral es esencial para el desarrollo cognitivo, autorregulatorio y social del niño (Santamarta & Arrimada, 2025; Herranz & Delgado, 2013; UNICEF, 2020). No obstante, muchos niños en edad preescolar presentan dificultades en la expresión o comprensión verbal (Norbury et al., 2016; Bishop et al., 2016; Lindsay & Strand, 2016). Esta revisión teórica analiza el impacto de tales dificultades en el desarrollo socioemocional infantil, revisando enfoques teóricos, debates y hallazgos recientes. La Introducción delimita el problema y resalta la relevancia de la primera infancia para el lenguaje y la socioemocionalidad (Sunderajan & Kanhere, 2019; Baixauli-Fortea et al., 2015; Hentges et al., 2021). El Desarrollo revisa la literatura sobre características, prevalencia y efectos de las dificultades lingüísticas en la interacción, conducta y salud emocional, además de los mecanismos explicativos (Yew & O’Kearney, 2013; Burnley et al., 2023; Curtis et al., 2018; Chow et al., 2018; Kapa & Mettler, 2021). También se abordan controversias sobre la relación lenguaje-emoción y factores contextuales o temperamentales (Redmond & Rice, 1998; Yew & O’Kearney, 2015; Samson et al., 2020). Las Conclusiones destacan que las dificultades no tratadas incrementan el riesgo de problemas socioemocionales, aunque no de manera uniforme (Yew & O’Kearney, 2013; Maggio et al., 2013; Santamarta & Arrimada, 2025), reconociendo las limitaciones actuales y la necesidad de intervenciones integrales en contextos educativos y clínicos (Brinton & Fujiki, 2005; Toseeb et al., 2020; McGregor, 2020).
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Rosa Lucila Lema-Huilca, Ministerio de Educación - Ecuador
https://orcid.org/0009-0004-3142-4153
MSc. Rosa Lema es docente de Educación Inicial con varios años de experiencia en la formación integral de la primera infancia. Apasionada por investigar sobre entornos de aprendizaje significativos que potencien el desarrollo cognitivo, socioemocional y creativo de los niños. Comprometida con la innovación y la mejora continua en la educación infantil.
Martha Gabriela Cusi-Chillan, Ministerio de Educación - Ecuador
https://orcid.org/0009-0009-9388-9518
Msc. En Liderazgo e Innovación Educativa, docente de niños del nivel inicial. Actualmente investigadora constantemente sobre diversos trastornos del aprendizaje para entender sus causas y cómo impactan en el proceso educativo enfocada en aplicar estrategias innovadoras que permitan, romper barreras que impidan el aprendizaje de los niños del nivel Inicial.
Erika Alexandra Cadena-Toapanta, Ministerio de Educación - Ecuador
https://orcid.org/0009-0006-3024-3777
Licenciada de Química, Biología y Ciencias Naturales de la Universidad Central del Ecuador, investigadora bibliografía de animales y plantas en especial en especies herpetológicas.
Docente de Química y Biología en la Unidad Educativa CEPE.
María Fernanda Oña-Cadena, Ministerio de Educación - Ecuador
https://orcid.org/0000-0002-6306-6547
Lic. En Ciencias de la Educación, Mención Profesora Parvularia, comprometida con la innovación pedagógica y el desarrollo profesional continuo, mi práctica docente se caracteriza por la reflexión constante, la investigación pedagógica y la búsqueda de mejora continua en favor de la calidad educativa.
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