Child Development in Transitional Students: A Phenomenological Study of Cognitive and Communicative Dimensions in the School Context
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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.
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