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Artículos de Revisión

Vol. 5 Núm. 10 (2025): Revista Simón Rodríguez

Interacción social y desarrollo del lenguaje en educación inicial tras la pandemia de COVID-19: Revisión sistemática

Social interaction and language development in early childhood education after the COVID-19 pandemic: A systematic review
Publicado
2025-11-27

El desarrollo humano en la primera infancia es un proceso social, donde el lenguaje surge como producto de interacciones, miradas compartidas y vínculos emocionales, más allá de ser solo un medio de transmisión de información. El objetivo es analizar el impacto de la restricción de la interacción social en el desarrollo del lenguaje de los niños en edad de educación inicial, posterior a la pandemia de COVID-19. La presente investigación es una revisión sistemática bajo lineamientos PRISMA, en bases de datos como Scopus y publicados a partir del año 2021, lo que resultó en la selección de diez estudios. Los hallazgos muestran un impacto, caracterizado por el déficit en la adquisición fonológica debido a la falta de input audiovisual (uso de mascarillas) y la afectación de las habilidades pragmáticas y léxicas debido al aislamiento y el aumento del estrés socioemocional. Se concluye que la superación del rezago comunicativo requiere una transformación pedagógica que priorice la restauración del vínculo social y la implementación de estrategias lúdicas y artísticas, como vehículos para la recuperación del lenguaje y el bienestar socioemocional infantil.

Early childhood development is a social process where language emerges as a product of interactions, shared gazes, and emotional bonds, going beyond simply being a means of transmitting information. This study aims to analyze the impact of restricted social interaction on language development in preschool children following the COVID-19 pandemic. This research is a systematic review conducted using PRISMA guidelines, searching databases such as Scopus and focusing on studies published from 2021 onward, resulting in the selection of ten studies. The findings reveal an impact characterized by deficits in phonological acquisition due to a lack of audiovisual input (mask use) and impaired pragmatic and lexical skills due to isolation and increased socio-emotional stress. The study concludes that overcoming communication delays requires a pedagogical transformation that prioritizes restoring social connection and implementing play-based and artistic strategies as vehicles for language recovery and children's socio-emotional well-being.

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Vol. 5 Núm. 10 (2025): Revista Simón Rodríguez
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Artículos de Revisión

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