Estrategias lúdicas para el desarrollo del lenguaje oral en niños de 4 años de educación inicial: una revisión sistemática de la literatura
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https://doi.org/10.65415/hfsnbc84Palabras clave:
lectura dialógica, vocabulario infantil, juego simbólico, narración interactiva, mediación pedagógicaResumen
El estudio tuvo como objetivo analizar sistemáticamente la producción científica reciente sobre estrategias lúdicas empleadas para favorecer el desarrollo del lenguaje oral en niños de 4 años de educación inicial. Se desarrolló una revisión sistemática de literatura orientada por PRISMA 2020. La muestra final estuvo conformada por 15 estudios seleccionados por su pertinencia temática y metodológica. Los hallazgos se organizaron en cuatro categorías: lectura dialógica y compartida; juego simbólico, dramatización y narración; rimas, cuentos y juegos verbales; y mediación docente y condiciones pedagógicas. La evidencia muestra que las estrategias lúdicas fortalecen vocabulario, expresión verbal, comprensión, habilidades narrativas y participación conversacional cuando generan interacción significativa. La lectura dialógica aparece como la estrategia más investigada, seguida por actividades de narración, dramatización, juegos lingüísticos y cuentos compartidos. Los estudios también destacan que el rol docente es fundamental, ya que la formulación de preguntas, la expansión de respuestas, la retroalimentación y el andamiaje convierten el juego en una experiencia lingüísticamente enriquecedora. Se concluye que las estrategias lúdicas deben planificarse de manera intencionada y participativa para favorecer el lenguaje oral en educación inicial. Persisten vacíos sobre estudios longitudinales, contextos latinoamericanos y estrategias como títeres, canciones y juegos tradicionales.
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Derechos de autor 2026 Karla Nathaly Morocho-Abarca, Graciela de los Ángeles Condoy-Valarezo , Alejandra Lisbeth Limache-Pilco
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
