Neurodidactic strategies to enhance the development of phonological awareness in children aged four to five at the San Pio X Educational Unit.
DOI:
https://doi.org/10.62452/4j6wta44Keywords:
Neurodidactics, phonological awareness, early childhood education, child learning, language development, pedagogical strategiesAbstract
This research aimed to analyze the application of neurodidactic strategies to enhance the development of phonological awareness in four- to five-year-old children at the San Pío X Educational Unit. Phonological awareness is a fundamental metalinguistic skill for acquiring reading and writing skills; however, in early childhood education settings, its stimulation is not always systematic or aligned with the neurobiological functioning of the developing brain. The study employed a mixed-methods approach, with a non-experimental, cross-sectional, and descriptive design. The population consisted of 12 children in the second year of preschool, 4 teachers, and parents. Data collection techniques and instruments included direct observation, observation guides, diagnostic pedagogical tests, checklists, and surveys administered to teachers and parents. The initial diagnostic results revealed difficulties in basic phonological skills, particularly in auditory discrimination, syllable segmentation, and phoneme recognition. Based on these findings, a proposal of neurodidactic strategies grounded in multisensory experiences, play, emotion, and movement was designed and implemented. Following the application of this proposal, significant improvements were observed in children's levels of attention, participation, motivation, and phonological awareness. It is concluded that the application of neurodidactic strategies enhances the teaching and learning process in early childhood education, strengthening the linguistic foundations necessary for literacy development and contributing to a more meaningful education aligned with children's neurodevelopmental stages.
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