Neurodevelopmental stimulation in preschool students with lenguaje delay

Abstract

The development of neuroscience offers key insights for optimizing children's performance in learning and language. Under this perspective, the human being is understood as a biopsychosocial unit that requires comprehensive attention. However, deficiencies persist in the management of language delay within special education. Therefore, the results of an Educational Kinesiology activity booklet for speech therapy treatment in preschool are shared. The research, which followed a mixed-method approach, employed theoretical, empirical, and statistical methods to diagnose the educational reality and design the proposal. The study highlights the need to transform teaching praxis through tools that stimulate cerebral plasticity in early ages. The results, validated by specialists, show that the application of the booklet favored the stimulation of communicative and affective skills. Specifically, deficient performance in vocabulary was reduced from 50% to 30%, and a significant articulatory adjustment in the students' pronunciation was initiated. The assessment by specialists (teachers and speech therapists) confirmed the relevance and feasibility of the booklet as an innovative tool in the school context. It is concluded that the neurostimulation approach surpasses traditional methods by intervening in the biological basis of learning. This methodology not only corrects specific deficits but also enhances the harmonic development of the learner. The results confirm that the neurostimulation approach outperforms traditional methods by intervening in the biological basis of learning, guaranteeing comprehensive care that responds to the demands of neurosciences applied to pedagogy.