Playful activities to develop language in 3-year-old children at the CDI Castillo de Colores

Abstract

The objective of this essay is to recognize playful activities to develop language in 3-year-old children at the CDI Castillo de Colores. In this context, playful activities, environmental theory emphasizes the relevance of incorporating cultural and social elements in play and language. These activities must reflect the values, norms and practices of the society in which the child is immersed, providing meaningful and contextualized experiences. The applied methodology is of a bibliographic descriptive type used in this study that has allowed the collection and analysis of solid evidence that supports the importance of these activities in the development of language in this early stage of childhood. This implies that an exhaustive review of the existing literature on the subject of playful activities to develop language in 3-year-old children has been carried out, involving play, language, early stimulation and environmental theory. Through this bibliographical review, different sources and citations have been selected and analyzed that support the importance and impact of these activities in language development at this early stage. The ludic activities that are proposed to develop language in 3-year-old children include role-playing, symbolic play, songs, stories and interactive activities. These activities stimulate creativity, imagination, communication and social interaction. In addition, they promote the development of vocabulary, verbal fluency, listening comprehension and oral expression. Early stimulation, through these playful activities, provides enriched sensory and cognitive experiences that are essential for language development. These activities allow children to practice and hone their language skills, strengthening the neural connections necessary for language processing.