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INTRODUCTION AND LEGAL JUSTIFICATION

Let's imagine that we enter a restaurant and ask the waiter for the menu.
cocktails. Upon reading it, we observe that each one has different ingredients that contribute to a
unique flavor that sets it apart from the rest. Similarly, when we enter the classroom of
In Early Childhood Education, we see boys and girls who are different, with their own unique style.
being the development of the language one of the ingredients of the cocktail, in this case, of
student development.

The early years of a child's life are essential for their development, being the
main purpose of Early Childhood Education as stated in Article 12 of the Organic Law
3/2020, of December 29, which amends Organic Law 2/2006, of May 3
Contribute to physical, emotional, social, and intellectual, cognitive development.
artistic development of the students, as well as in civic values for coexistence." In this development
Integral, language plays a fundamental role.

Who hasn't heard phrases like 'I don't fit' or 'he has died'?
In children, art is in itself and reflects their spontaneity, innocence, creativity...
Samuel Johnson says, 'language is the dress of thought.' In this sense, it is
essential for teachers to know the sociocultural reality and experiences of
our students in order to carry out an adequate intervention, an idea that is advocated by authors
like Raúl Bermejo or Mº Carmen Díez Navarro, or Language Stimulation Programs
how to communicate with Siembra Estrella.

Por ejemplo, en el contexto escolar con la actividad “la cuerda de la belleza”, que
Mónica Gordi (2021) proposes that children through photographs, drawings, writing, etc.
they express what they like, something significant to them, etc., and they expose it, which favors
aspects such as oral expression, creativity, among others.

Therefore, there will be a survey of language teaching in the child,

resaltando algunas técnicas y recursos, sin olvidar las lenguas de contacto, así como analizar
the didactic and methodological implications based on the guidelines set by the
state legislation and the current regulations of Andalucía, to which we will allude throughout
on the subject.

In this way, the importance of working on language development is justified.

in the early childhood education stage.

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 1. THE LANGUAGE DEVELOPMENT
1.1 Concept of language

Firstly, what do we understand by language? Often, we consider the

communication and language as the same concept, but they do not have the same meaning.

Communication: Process of exchanging information, that is, the ability to interact.

intentionally and meaningfully with other people.

Language: According to the RAE, it refers to the human ability to express oneself and
communicate with others through articulated sound and other systems of signs. It can
verbal and non-verbal.

Language allows us to express emotions, feelings, moods, ideas,

etc., so when it fails, problems arise that can influence at a cognitive level and
emotional.

As noted in the Order of May 30, 2023, in area 3, the different languages
what we will be seeing throughout the topic and the different forms of expression contribute to
integral and harmonious development of the students. Among them, the oral stands out, which is the
main instrument for communication, the expression of ideas and emotions, regulation
of behavior and the approach to literary culture.

Next, we will see the relationship of language in the curricular elements most
carefully.

1.2 Language in the Early Childhood Education Curriculum

The development of language is reflected in all curricular elements, due to the

globalizing character of the stage, but it is referred to more specifically in the Area
3 'Communication and representation of reality,' and in the following General Objectives of
Stages collected in Decree 100/2023, of May 9:

f) Develop communication skills in different languages and forms of

expression... At this point, we can point out the learning of sign language, which
it can be integrated at this stage as stated in the Order of May 30, 2023 in its article 5,
to achieve educational inclusion and enhance their expressiveness, the functions of the brain...

g) Start in movement, gesture, rhythm and skills

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logical-mathematical, in reading and writing. For example, with the visit to the library of
the locality, or through reading sponsorship, facilitating the transition to the stage of
Primary Education.

In this line, we must help students develop key competencies.

indicated in Royal Decree 95/2022, of February 1, which establishes the organization and
the minimum teachings of the second cycle of early childhood education. Specifically, these are the
that are more closely related: competence in linguistic communication, the digital
and the plurilingual, which materialize in a series of specific competencies, such as
reflects the Order of May 30, 2023. For example:

CRR 3. Produce messages effectively, personally, and creatively, using

diferentes lenguajes, descubriendo los códigos de cada uno de ellos y explorando sus
posibilidades expresivas para responder a diferentes necesidades comunicativas.

In addition, the Order of May 30, 2023, refers to digital literacy.

so we can count on, for example, a Classroom of the Future, where activities can be carried out.
enriching experiences.

1.2.1 The language of the curriculum to practice

Now, how do we put it into practice? As an example, and starting from the
key competencies and the specific competency mentioned, we propose the SdA 'SOS:'
Our second family,” whose focus is on endangered animals
from the perspective of emotional ecology, aimed at a group of 5-year-old students.

Our task or final product is focused on promoting awareness of the

importance of caring for the environment essential for the care of animals, through
launching of an awareness campaign with the collaboration of families, a
service learning practice, which as proposed by Lourdes Jiménez (2021), constitutes
a service-learning practice that combines learning processes and service to the
community, also promoting emotional development.

This Learning Situation allows for the development of the Sustainable Development Goals.
Sustainable as 'quality education' and the challenges of the 21st century as 'Cooperate and
"to live together". To this end, we propose a series of activities:

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 1. Mobilize → we arrived at the classroom and found a teddy bear with a message in it.
QR code: he is sad because his family is in danger of extinction.
2. Activate → Interest arises and we begin to talk about these animals through the
the technique "I SEE, I THINK, I WONDER" by Swartz and Perkins (2008). These ideas
we will collect them through a MICROPHONE in the AUDIOREC app. With
In this activity, we are working on basic knowledge such as "Linguistic repertoire"
individual
3. Explore → Together we write an informative letter to the families communicating
we are going to work on endangered animals, accompanied by
pictograms under the principles of DUA, to address diversity. In this way,
written language is worked on.
4. Structure → We can use the Bee-Bot (computational thinking), trying to
direct it towards the different types of animals. Subsequently, we can classify them,
working on concepts of math logic and oral expression. We will send an email.
an animal shelter asking for help and we will visit it. In addition, we will carry out
an outing with the family to clean the natural environment, working
thus the Andalusian culture and sustainability.
5. Apply → We prepare our FINAL ASSIGNMENT which will consist of a campaign of
awareness and raising consciousness about endangered animals, where
each student individually and other types of groupings will record a video of
awareness with different forms of language, in the Classroom of the Future. It will be worked on
at the same time with a foreign language specialist, introducing vocabulary
specific. With this activity, we are working on basic knowledge such as 'Repertoire
communicative and elements of non-verbal communication.

To evaluate this activity, we start from the following criterion: '3.1. Make use of'
functional of oral language, increasing its linguistic repertoire and building
progressively a more effective, organized, and coherent speech in formal contexts and
"informal." But how can we do it? One option would be to observe the children (technique)
during their presentations (evaluatable activity) and note in a rubric (instrument) the level
of different items such as pronunciation, fluency, volume, and vocabulary used.

6. Conclude: to share our final task, we will upload a photo to Classroom

announcing the campaign with a QR code to the video, and we will make copies to distribute them

through the neighborhood, as proposed by the Abelleira sisters (2019).

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 Once the concept of language has been clarified and what is established in the curriculum,

we will focus on more specific aspects, such as their dimensions and influencing factors.

1.3 Factors that intervene in language development

Following Monfort and Juárez (2018), in their book "The Child Who Speaks", for the
the acquisition of the language takes place correctly, in addition to an innate predisposition,
the interrelation of different factors is necessary:

- Organic (internal): these are neurophysiological, with the maturation of the system
nervous, from the phonatory system and muscle contractions, and psychological with the
appearance of the symbolic function.
- Environmental (external): we highlight the verbal stimulation of the environment. As
Pestalozzi defends that education starts in the family, so the child begins to
develop the language in the family context.

Starting from these factors, as teachers we must stimulate the different

components of language that promote language acquisition:

Regarding the form we highlight:

Phonology → is made up of segmental elements (e.g., phonemes) and suprasegmental elements.

(accent or rhythm). It can be favored with tongue twisters.

· Morphosyntax → grammatical rules to coordinate words. An activity can be

Invent phrases from ARASAAC pictograms.

Regarding the content, we highlight:

Semantics → It is concerned with the study of the meaning of words and expressions.
example, create a word cloud on the [Link], thus favoring the
digital competency.

Lastly, regarding the use of language we point out:

Pragmatics → Study of the functioning of language in its school context. It can be

to work on the joint creation of classroom rules.

According to Gianni Rodari, it is only through the creative use of words that it is possible not only

transform not only thought, but also reality. But, to what extent do they influence the

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Thought? To respond, we will analyze the stance of different authors.

2. LANGUAGE And thought

Throughout history, a series of theories have been formulated regarding the relationship
between thought and language:

Chomsky's innatist theory → Language is an innate ability, that is, it is

genetically determined, since there are universal mental structures.

Skinner's behaviorist theory → Language is learned through imitation and reinforcement from others.
people.

Piaget's constructivist theory → Considers that language depends on development

cognitive, that is, it is conditioned by intelligence. It appears in the stage
preoperational (2-7 years) as an expression of symbolic function. For example: meow for
to refer to the cat.

Therefore, for him, language is egocentric first, as the child speaks for himself, that is,
it performs a monologue, and later it is socialized, as it exchanges information with
adults and their peers.

· Vygotsky's socio-constructivist theory → Considers that thought and language are

they develop independently and in parallel, but they influence and interact with each other. According to

he, language is acquired in a social context and then internalized, merging with the
thought.

In educational practice, we can promote language and expression of their

thoughts from an emotional point of view, for example, with the activity 'The diary of'
the happy moments," proposed by Eva Solaz in the RETO Program. As César expresses
Good: "we are emotions, and if we are emotions, we must try to find the emotion in the
child." With this activity, each child has to express themselves by writing in a diary and then
exposing others, a moment when they were happy, which activates their
thinking. Subsequently, to encourage students to regulate their learning
through language, we can make use of the metacognitive ladder, for example with
las siguientes preguntas: 1) ¿Qué he aprendido?, 2) ¿Cómo lo he aprendido?, 3) ¿Para qué me
has it been useful?, 4) In what other occasions can I use it?

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 After analyzing the language-thought relationship, we will focus on the evolution of the
comprehension and expression.

3. EVOLUTION OF UNDERSTANDING AND EXPRESSION

As indicated by the Order of May 30, 2023, the development of oral proceedings in its
Facets of expression and comprehension are of special relevance. Following Carmen Bustos.
(2018), two main stages are established:

3.1 Pre-linguistic stage (0-1 year)

Monfort and Juárez (2018), in their book "The Talking Child", explain prelanguage as
the communicative manifestations that the child makes during the first year of life and
beginnings of the second.

Language originates in this age from interaction with adults. Regarding the
understanding, the child understands familiar words like 'mom' and instructions
simple.

Regarding expression, we can highlight several sub-stages:

From birth until about 2 months, their way of communication

The main thing is the smile and the cry. For example, if he is hungry, he cries.

From about 3 months to approximately 8, a stage of babbling and cooing occurs.

linguistic universals and primitive phonemes.

At 8-9 months, echolalia or repetition of words appears, and the first vowels emerge.
clearly pronounced.

By the age of 12 months, they can pronounce the first consonants well.

3.2 Linguistic stage (1-6 years)

It is the stage in which the child emits their first words and expresses their needs.
wishes. We can distinguish several phases:

· Isolated words phase (1-2 years) → Acquires vocabulary slowly, and emits the
first words, which Chomsky calls holophrases, which are not fully structured phrases
due to their cognitive immaturity. For example: woof-woof.

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From 2 to 3 years → Understands complex commands like 'go to the room and bring the toy'
and a vocabulary explosion occurs with phonological simplifications. For example,
dance for horse.

From 3 to 4 years → Begins to understand plural forms and the relationships of synonymy and antonymy.
Elaboran frases más largas y complejas, comienzan a dominar la gramática, realiza muchas
questions, and they use language to express feelings, share experiences, etc.

Development phase (4-6 years) → Acquires spatial and temporal concepts, and regarding
the expression, he/she already speaks similarly to an adult, constructing coordinated and subordinate sentences,

and adjust the language to the context and interlocutor.

3.3 Understanding and expression in educational practice

Considering the compensatory role of the school, we must provide situations for
promote the development of understanding and oral expression. For example, we learn the
Poem by Federico García Lorca "Water, where are you going?," to celebrate World Environment Day
Environment, working on sustainability and Andalusian culture.

It can be favored in everyday situations, for example, through inclusive play.

with the creation of dynamic courtyards, as set out in the Order of May 30, 2023, and that
Lagar, G. (2015) defends, for example, the dialogue in symbolic play when choosing roles or
if a conflict arises, thus developing personal, social, and learning skills
to learn. Proper teacher coordination between levels will be necessary.

At this point, we have referred to spoken language, but let's not forget the
importance of written language. The contact with adult people who serve as role models
Readers and writers will promote advancements in understanding and expression, awakening in the
boys and girls the interest and curiosity to discover its meaning. As Mar Romera says
(2017), in his book 'The school I want', 'children do not learn what they
we teach, they learn from us.

Therefore, it will be necessary to have a library in the classroom that allows for the
approaching different texts: stories, poems, newspapers, letters, comics, etc. It will be
fundamental to work on the different types of texts: expository, instructional, literary,
enumerative, informative... For example, the illustrated album "Princesses Can Also Throw"
"pedophiles", in order to achieve one of the Sustainable Development Goals, equality of

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genre.

Moreover, we cannot forget that the development of verbal language occurs along with the
non-verbal communication, which we will analyze next.

4. THE NONVERBAL COMMUNICATION

We can define non-verbal communication as the information that is transmitted with

gestures, postures, gaze, etc., that is to say, through codes that do not use words.

4.1 Components of nonverbal communication

Non-verbal communication has a great influence on interactions, as

it involves the expression of intentions and emotions. Now, we are not only referring to the use of
body, but refers to other components or modalities:

kinesthetic: encompasses all body movements. Includes facial expression or

physiognomy, the gaze, the posture, etc.

Proxemics: it is the use of physical space, that is, distance and orientation. For example, not
It is the same for two people hugging as the distance at a family dinner.

Paralinguistic: these are the vocal phenomena of the act of speech, such as tone, rhythm,
volume, etc., which have a great communicative value by themselves.

4.2 Non-verbal codes in practice

According to the Order of May 30, 2023, in addition to developing capacities

Communicative aspects of verbal language, we must enhance the development of other forms of
communication, also addressing those three dimensions. The non-verbal codes that
we must work on this stage are:

Body language: it is the most primary form of communication. We can work on it by

example through yoga workshops, with dramatic representation using techniques such as the
mime, which consists of representing a story using only body gestures, or theater of
shadows.

Artistic language:

Musical: It enables the development of capacities related to perception.

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 listening to the sounds of nature, thus giving importance to the natural environment, and with the

expression, for example, through dances.

Plastic: includes the manipulation of materials and the approach to productions
plastics. We can approach it with art therapy workshops, outdoors, where they have to
create a work of art with different objects or parts of the body.

Audiovisual language and ICT: We are immersed in a technological society,

therefore the educational treatment of new technologies and audiovisual media is
essential. An activity can be recording a podcast or creating a radio program.

As mentioned at the beginning of the topic, each cocktail has its ingredients.
different ones that give it a unique flavor, just as each child is different. In this sense, in
These ages can present problems at the linguistic level, as we will see below.

5. PROBLEMS IN LANGUAGE

The most common are speech and language problems.

5.1 Speech and communication problems

They refer to deficits in sound production. They can be classified into

Alterations of articulation and phonation. The alterations of articulation are:

Dislalia→Difficulty in pronouncing one or more phonemes without any underlying cause

organic. E.g. r

Dysglossia (organic dyslalia) → It is a disorder in the articulation of sounds but with origin
organic. It can be nasal, labial, mandibular, etc.

· Dysarthria → Disorder originating in the nervous system.

The alterations in aphonia are:

· Dysfluency → We know it as stuttering and is characterized by deterioration in fluency

verbal, with interruptions in the sounds.

Dysphonia → It is a disruption in the acoustic characteristics of the voice, due to a disorder.

organic or poor usage.

Aphonia → Total loss of voice, although temporarily.

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Mutism → It is a communication disorder characterized by the refusal to speak in a
or more situations, despite having the ability. We can only talk about mutism when
persists beyond the age of 6 and causes school disorders.

5.2 Language Problems

Simple language delay → It is a chronological lag in the appearance and/or development of

language, that is, it appears later than usual and evolves slowly. One of the
the most prominent causes today is the isolation caused by the situation of
pandemic experienced in the past years, with the use of masks and the lack of socialization.

Dysphasia → Disorder in the mechanisms of language acquisition and structuring.

Aphasia → it can be congenital if the child does not develop oral language or their expression is
limited due to brain causes during gestation or childbirth, or acquired if there is a
loss of language once acquired due to a brain injury.

5.3 Educational intervention

Para un correcto desarrollo del lenguaje, es necesario una intervención educativa

adequate. We will take into account the preventive and compensatory function of the school that
indicates the Order of May 30, 2023, consisting of 3 phases:

Observation and detection of alterations

2. Referral to the educational guidance team
3. Cooperative work with specialists and the family. As Costa and
Torrubia (2003), both family and school must share norms, values and
common behavioral models. This coordination with families can be facilitated
with ICT tools like 'Dide', a data collection tool that
facilitates the identification of Educational Needs.

Therefore, it is necessary to work with children continuously and in all kinds of situations.
cooperative form, offering a variety of communication opportunities following the
principles of UDL. To enhance language, we highlight the assembly, an ideal moment
to express experiences, ideas, and also to develop respect and active listening, as
indicates Raúl Bermejo (2017).

We also highlight free play in corners, the exhibitions on various topics

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concrete or the stories. We can ask them to invent a story collaboratively. For
Hello, there are techniques like Gianni Rodari's salad of tales (2008).

Furthermore, the foreign language should be worked on in an integrated way as stated by the

Order of May 30, 2023, for example, through songs in English, thus working on the
musical intelligence, or including basic vocabulary in routines, addressing the
needs, for example, with the help of intelligence bits, as proposed by the Program
Contact us.

Thus, we must keep in mind the evolutionary characteristics and the possible
needs and difficulties, based on the Instructions of March 8, 2017, of the
General Directorate of Participation and Equity, for updating the protocol of
detection, identification of students with SEN and organization of the educational response.
It is even possible to integrate sign language to achieve educational inclusion, in addition to
to favor brain functions, expressiveness, etc.

6. CONCLUSION

As we have been able to verify throughout this topic, the development of

language must be understood from a functional and globalizing perspective, as
enhancer of student integrity, including non-verbal communication, and
addressing language issues at this stage, thus achieving quality education
necessary for a social evolution, as Claudio Naranjo defends.

The future is in the hands of the smallest, but the tools with which
They will depend on our work to develop. We must be that Indiana Jones.
observing and exploring, in search of the best tools to enhance your language,
starting from their characteristics and needs, and being critical and reflective with each of
the difficulties we encounter on the way.

Ultimately, as José Antonio Fernández Bravo says: 'It is about loving what
you do, loving the one to whom you direct what you do.

7. BIBLIOGRAPHY

Finally, the following are named the legislative and bibliographic references,
References used:

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 Legislative references

Organic Law 3/2020, of December 29, amending Organic Law 2/2006.

of May 3, of Education.

Law 17/2007, of December 10, on Education of Andalusia (LEA).

Royal Decree 95/2022, of February 1, which establishes the regulation and the
minimum teachings of Early Childhood Education.

Decree 100/2023, of May 9, which establishes the organization and the curriculum of the
stage of Early Childhood Education in the Autonomous Community of Andalusia.

Order of May 30, 2023, which develops the curriculum corresponding to the
stage of Early Childhood Education in the Autonomous Community of Andalusia, is regulated

certain aspects of attention to diversity and individual differences, are

establishes the arrangement of the evaluation of the learning process of the students and is
They determine the transition processes between cycles and with Primary Education.

Instructions of March 8, 2017, from the General Directorate of Participation and Equity, by
the protocol for detecting and identifying students with needs is updated
specific educational support and organization of the educational response.

Bibliographic references

· Bona, C. (2018). La emoción de aprender. Barcelona: Plaza & Janés.

· Gordi, M. (2021). Cómo ayudar a los niños a leer y escribir. Sar Alejandría.

Ibáñez Sandín, C. (2016). The Early Childhood Education project and its practice in the classroom.
Madrid: The Wall.

Monfort, M. and Juárez, A. (2018). The Child Who Speaks. Madrid: CEPE.

Palacios, J; Marchesi, A; Coll, C. (2001). Psychological Development and Education. Madrid:

Alliance.

· Pasarín, T. (2021).Atención a la diversidad: Claves para una inclusión real en el aula

ordinary. "It is the teachers' task to use methodologies that offer equality of
opportunities for all students and getting to know different methodologies offers us the

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possibility of applying them in the classroom.

· Rodari, G. (2008). Gramática de la fantasía. Barcelona: Planeta.

· Romera, M. (2019). La escuela que quiero. Barcelona: Planeta.

· Solaz, E. (2018). Programa RETO. Respeto, Empatía y Tolerancia. Bilbao: Desclée De

Brewer.

Webography

· [Link]

· [Link]

· [Link]

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