Child Development in Transitional Students: A Phenomenological Study of Cognitive and Communicative Dimensions in the School Context
Article Sidebar
Main Article Content
Abstract
Child development in early childhood is critical for learning and socialization. This phenomenological study explores the cognitive and communicative dimensions of preschool students at Nueva Esperanza Educational Institution in Puerto Concordia, Meta, Colombia. The study involved 40 children aged 4 to 5, 15 teachers, and 19 parents, selected through purposive sampling. Data were collected using in-depth interviews, direct observation, and a structured test to assess cognitive and communicative skills. Findings indicate that social and pedagogical interactions significantly influence development, though challenges such as academic overload and resource scarcity persist. The conclusions emphasize the need for playful, context-specific strategies to strengthen both dimensions, providing tools for teachers and promoting inclusive education. This research highlights the importance of understanding children’s lived experiences in vulnerable school contexts to enhance early childhood education quality.
Downloads
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Álvarez, M. L., & Sánchez, P. R. (2021). El desarrollo cognitivo en la educación preescolar: Estrategias pedagógicas en contextos rurales. Revista de Investigación Educativa, 39(2), 153-169. https://doi.org/10.6018/rie.39.2.435321
Bonilla, M. R., Jiménez, N. R., & Solovieva, Y. (2022). Efectos de un programa de estrategias comunicativas para estimular el lenguaje oral en preescolares de cinco años (Tesis de maestría). Universidad San Ignacio de Loyola, Lima, Perú. Repositorio institucional. https://hdl.handle.net/20.500.14005/12345
Bruner, J. (1983). Child’s talk: Learning to use language. Norton.
Caicedo Bohórquez, G. A., & Favaro, R. F. (2019). Primera infancia en Colombia: retos para el gobierno. Revista Experto. https:/doi.org/10.18270/re.123
Cowan, N. (2021). The development of working memory during childhood. Journal of Experimental Child Psychology, 202, Article 104962. https://doi.org/10.1016/j.jecp.2020.104962
Creswell, J. W. (2018). Five qualitative approaches to inquiry. En J. W. Creswell & C. N. Poth (Eds.), Qualitative inquiry & research design: Choosing among five approaches (4th ed., pp. 76-83). SAGE Publications.
Daniels, H. (2022). Vygotsky and pedagogy. (2nd ed.). Routledge. https://doi.org/10.4324/9780203469576
Dávila, R., & Santos, M. (2023). Classroom environment and attention development in preschool children. Early Childhood Research Quarterly, 64, 45-54. https://doi.org/10.1016/j.ecresq.2023.01.005
Domínguez, P., & Rodríguez, M. (2022). Pedagogical strategies to enhance communicative competence in preschool: A practical approach. Educational Practice and Theory, 44(2), 129-144. https://doi.org/10.7459/ept/44.2.05
García, L., & Pérez, J. (2022). Pedagogical interventions and cognitive development in early childhood education. Early Childhood Education Journal, 50(1), 105-120. https://doi.org/10.1007/s10643-020-01145-7
González-Mena, J. (2010). Foundations of early childhood education: Teaching children in a diverse society. (5th ed.). McGraw-Hill Education.
Hernández, R., Fernández, C., & Baptista, P. (2014). Metodología de la investigación. (6 ed.). McGraw-Hill.
Husserl, E. (2001). Logical investigations. (J. N. Findlay, Trans.). Routledge. (Obra original publicada en 1900-1901).
Instituto Colombiano de Bienestar Familiar. (2024a). Estudios previos – modalidad de centros de desarrollo infantil. https://www.icbf.gov.co
Instituto Colombiano de Bienestar Familiar. (2024b). Manual técnico de la escala de valoración cualitativa de desarrollo infantil. https://www.icbf.gov.co
Instituto Colombiano de Bienestar Familiar. (2024c). Marco normativo de la primera infancia. https://www.icbf.gov.co
Merleau-Ponty, M. (2012). Phenomenology of perception. (D. A. Landes, Trans.). Routledge. (Obra original publicada en 1945).
Miller, P. H. (2021). Theories of developmental psychology. (6th ed.). Worth Publishers.
Ministerio de Educación Nacional. (1998). Lineamientos curriculares para preescolar. https://www.mineducacion.gov.co
Ministerio de Educación Nacional. (2024a). Desarrollo infantil: política educativa para la primera infancia. https://www.mineducacion.gov.co
Ministerio de Educación Nacional. (2024b). Política pública por la primera infancia. https://www.mineducacion.gov.co
Benítez, A., Díaz, Abrahan, V., Justel, N. (2023). Influencia del contexto en el desarrollo cognitivo infantil: revisión sistemática. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 21(2), 99-115. https://ri.conicet.gov.ar/handle/11336/219381
Muñoz, A., & Castro, P. (2023). Early childhood education and language development: A longitudinal analysis of communicative competence. Journal of Early Childhood Research, 21(1), 45-60. https://doi.org/10.1177/1476718X221123456
Ocampo Gómez, O. L., Pava-Ripoll, N. A., & Bonilla Márquez, O. P. (2021). La dimensión lingüística comunicativa: eje para el desarrollo humano en las demás dimensiones. Revista Cultura del Cuidado, 8(2), 58-66. https://doi.org/10.18270/rcc.v8i2.1234
Ochoa, L., & Sánchez, R. (2020). Communication in early childhood: The role of play and social interaction in preschool settings. Early Child Development and Care, 190(12), 1950-1965. https://doi.org/10.1080/03004430.2018.1551234
Organización para la Cooperación y el Desarrollo Económicos. (2016). Educación en Colombia. https://doi.org/10.1787/9789264250604-es
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Piaget, J. (1954). The construction of reality in the child. Basic Books.
Ponce, J. (2016). Desarrollo infantil: situación actual y recomendaciones de política. Banco Interamericano de Desarrollo. https://doi.org/10.18235/0000456
Redalyc. (2023). El método fenomenológico en investigación educativa. Redalyc. https://www.redalyc.org
Shaffer, D. R., & Kipp, K. (2010). Developmental psychology: Childhood and adolescence. (8th ed.). Cengage Learning.
Smith, J., & Nayar, A. (2023). Phenomenological approaches in studying cognitive development in young children. Journal of Child Development Research, 18(2), 89-105. https://doi.org/10.1111/cdev.13890
Tomasello, M. (2003). Constructing a language: A usage-based theory of language acquisition. Harvard University Press.
Valles, M. S. (2000). Técnicas cualitativas de investigación social. Síntesis Editorial.
Varela, F. J. (1996). The embodied mind: Cognitive science and human experience. MIT Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wiggins, J., & Horowitz, M. (2021). The role of peer interactions in early language development: A case study of preschool classrooms. Early Childhood Education Journal, 49(3), 250-263. https://doi.org/10.1007/s10643-020-01098-z
- Magnolia Muñoz, Michael Fernando Villamizar, Héctor Fabian Palacios, Influence of Technological Games on Teaching and Learning Processes: A Review of the Literature , Saber Ser - Revista de Estudios Cualitativos en Educación: Vol. 1 No. 1 (2024): Saber Ser
- Ibelia Katalina Sarmiento Sarmiento, Soft Skills in Technical-Industrial Education: A Grounded Theory Approach , Saber Ser - Revista de Estudios Cualitativos en Educación: Vol. 2 No. 1 (2025): Saber Ser
- Nataly Johana Carvajal Ruiz, Tatiana Andrea Romaña Bustamante, Inclusion and Diversity in the Classroom: Strategies for Supporting Students with Special Educational Needs: A Literature Review , Saber Ser - Revista de Estudios Cualitativos en Educación: Vol. 2 No. 1 (2025): Saber Ser
- Fredy Alfonso Sepulveda Peñaranda, Lenny Mayoral Hinestroza, Gamification in the Classroom: Strategies, Benefits, Challenges, and Impact , Saber Ser - Revista de Estudios Cualitativos en Educación: Vol. 2 No. 1 (2025): Saber Ser
- Ricardo Jiménez Cardona, Santiago Jiménez Cardona, Luis Naranjo Rojas, The Impact of Rhythmic Training on the Development of Musical Skills in Self-Taught Musicians , Saber Ser - Revista de Estudios Cualitativos en Educación: Vol. 2 No. 1 (2025): Saber Ser
- Ana Patricia Andrade Pacora, Implicit Theories of Teacher Educators about the Capabilities and Motivation of Their Students , Saber Ser - Revista de Estudios Cualitativos en Educación: Vol. 2 No. 1 (2025): Saber Ser
- Mariluz Cano García, María Fernanda Caicedo Daza, Estefani Giraldo Echavarria, Sara Paulina Roldan Castañeda, Geraldine Galeano Álvarez, Cristian Reyes Muñoz, Elements in the Construction of Identity for Youth Aged 13 to 18 , Saber Ser - Revista de Estudios Cualitativos en Educación: Vol. 2 No. 1 (2025): Saber Ser
- Omar Hernando Sánchez Echeverri, Álvaro Andrés Vélez Herrera, Jeniffer Ximena Vega Fajardo, Educational Experiences in Integrating School Entrepreneurship as a Subject: a literature review , Saber Ser - Revista de Estudios Cualitativos en Educación: Vol. 1 No. 1 (2024): Saber Ser
- Gustavo Adolfo Pherez Gómez, Jose Edilberto Villeros Suarez, Elizabeth Murillo Ante, Social Skills in the Formation of Elementary and Middle School Students: A Review of the Literature in the Latin American Setting , Saber Ser - Revista de Estudios Cualitativos en Educación: Vol. 1 No. 1 (2024): Saber Ser
- Ana Moyano Olaya, Karla Ramírez Castaño, Leidy Niño Diaz, Literacy in the Digital Age: Strategies and Challenges for Children 5 to 6 Years Old - A Literature Review , Saber Ser - Revista de Estudios Cualitativos en Educación: Vol. 1 No. 2 (2024): Saber Ser
You may also start an advanced similarity search for this article.