Delay in language development in preschool children in Ecuador

Abstract

Knowledge about the risk factors and causes of delays in language development is vital to developing and implementing effective intervention strategies. The objective of this research is to determine the presence of delay in language development in children of initial level 1 (three to four years old) in Ecuador, in a context of significant changes in social routines. Data were collected from 122 educators in children’s centers in the 9 areas of the country. The results reveal indicators of delay in language development, such as difficulties in linking language with play, complex narratives, organization of discourse, detailed descriptions, creative use of language, formation of negative sentences, expression of opposite concepts, resolution of riddles, vocabulary expansion and grammatical skills. The findings show the need to implement educational strategies and programs that promote linguistic development through communicative activities, storytelling, language play and vocabulary acquisition. These early interventions can overcome identified difficulties and promote healthy language development at this crucial stage.