La atención a la esfera afectiva para la prevención de la tartamudez en educandos de la primera infancia
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Universidad de Sancti Spíritus "José Martí Pérez"
Abstract
Introducción; La tartamudez es frecuente en los educandos pequeños como un aspecto
habitual del aprendizaje del habla. Es posible que tartamudeen cuando sus
capacidades del habla o del lenguaje no se han desarrollado lo suficiente como para
seguir el ritmo de lo que quieren decir. En la mayoría de los que tartamudean, la fase es
pasajera y su habla vuelve a ser normal al cabo de 3 o 4 años. Es más probable que el
tartamudeo perdure hasta la edad adulta,
Objetivo; aplicar un sistema de actividades incidiendo en la esfera afectiva para la
prevención de la tartamudez en los educandos pertenecientes al círculo infantil Los
Reyecitos en la etapa de la primera infancia.
Materiales y métodos: Se utilizaron métodos teóricos y empíricos que permiten
profundizar y llegar a conclusiones, sistematizando algunas tendencias en la relación
con el diagnóstico. También los métodos estadísticos y matemáticos.
Resultados: Las actividades lúdicas favorecen el desarrollo de la esfera afectiva para la
prevención de la tartamudez en educandos de la primera infancia.
Conclusiones: En la búsqueda bibliográfica para la recopilación de la información
teórica que fundamenta la investigación, se constata la importancia de la atención al
tartaleo fisiológico para prevenir la instauración de la Tartamudez en la primera infancia
Introduction; Stuttering is common in young learners as a common aspect of learning to speak. They may stutter when their speech or language skills have not developed enough to keep up with what they want to say. In most people who stutter, the phase is transient and their speech returns to normal within 3 or 4 years. Stuttering is more likely to last into adulthood, Objective: to apply a system of activities focusing on the affective sphere for the prevention of stuttering in students belonging to the Los Reyecitos children's circle in the early childhood stage. Materials and methods: Theoretical and empirical methods were used, which allow to deepen and reach conclusions, systematizing some tendencies in relation to the diagnosis. Statistical and mathematical methods were also used. Results: Play activities favor the development of the affective sphere for the prevention of stuttering in early childhood learners. Conclusions: In the bibliographic search for the compilation of the theoretical information that supports the research, the importance of the attention to the physiological stuttering to prevent the establishment of stuttering in early childhood is confirmed.
Introduction; Stuttering is common in young learners as a common aspect of learning to speak. They may stutter when their speech or language skills have not developed enough to keep up with what they want to say. In most people who stutter, the phase is transient and their speech returns to normal within 3 or 4 years. Stuttering is more likely to last into adulthood, Objective: to apply a system of activities focusing on the affective sphere for the prevention of stuttering in students belonging to the Los Reyecitos children's circle in the early childhood stage. Materials and methods: Theoretical and empirical methods were used, which allow to deepen and reach conclusions, systematizing some tendencies in relation to the diagnosis. Statistical and mathematical methods were also used. Results: Play activities favor the development of the affective sphere for the prevention of stuttering in early childhood learners. Conclusions: In the bibliographic search for the compilation of the theoretical information that supports the research, the importance of the attention to the physiological stuttering to prevent the establishment of stuttering in early childhood is confirmed.