Estuletras: pedagogical innovation for communicative development and early literacy in early childhood education
Article Sidebar
Main Article Content
Abstract
Introduction: The Estuletras program proposes an innovative methodology to strengthen communication skills and early literacy in early childhood education. Based on experiential learning, Montessori pedagogy, and the Reggio Emilia philosophy, it conceives language as an active, playful, and emotionally meaningful experience that drives the child's integral development. Methodology: The qualitative and longitudinal research is part of participatory action research (PAR) and was carried out over three years in real classrooms. Twenty-seven children between the ages of 3 and 6 participated. Participant observations, audiovisual recordings, and field notes were used and systematized using an Estuletras Category Register with phonological, lexical, morphosyntactic, and pragmatic dimensions. Results: Notable improvements were observed in articulation, phonological awareness, vocabulary, grammatical structure, and social use of language. The children showed greater autonomy, empathy, and communicative motivation, strengthening emerging literacy. Discussion: The results confirm that multisensory stimulation and experiential learning enhance linguistic and emotional development. The program demonstrates the effectiveness of integrating the neuropsychology of language with active pedagogical approaches, promoting deep and meaningful learning. Conclusions: Estuletras is consolidated as an inclusive and replicable model that transforms literacy into an experiential, creative, and humanizing experience, where communicating also involves thinking, feeling, and coexisting.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. MIT Press.
Álvarez-Félix, F. M. (2024). El enfoque Montessori como estrategia para la lectura en primaria. Episteme Koinonía, 7(13), 331-347. https://doi.org/10.35381/e.k.v7i13.3239
Bradley, L. y Bryant, P. E. (1983). Categorizing sounds and learning to read—A causal connection. Nature, 301(5899), 419-421. https://doi.org/10.1038/301419a0
Chicken, S., Porres, G., Mannay, D., Parnell, J. y Tyrie, J. (2024). Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens. Qualitative Research, 25, 3-20. https://doi.org/10.1177/14687941241234299
Chiusaroli, D. (2022). The relevance of the Montessori method, in an authentically inclusive perspective. INTED2022 Proceedings. https://doi.org/10.21125/inted.2022.0581
Compton, D. L. (2000). Modeling the growth of decoding skills in first-grade children. Scientific Studies of Reading, 4(3), 219-259. https://doi.org/10.1207/S1532799XSSR0403_3
Craig, R. T. (2001). Communication as a practical discipline. En F. M. Jablin y L. L. Putnam (Eds.), The new handbook of organizational communication: Advances in theory, research, and methods (pp. 38-77). Sage Publications. https://methods.sagepub.com/hnbk/edvol/the-new-handbook-of-organizational-communication/toc#_
Deocares, N., Macaday, R., Galve, M., Paderog, D., Sernicula, J., Hassan, D. y Acosta, J. (2025). Effect of Teacher-Child Interaction on Language Development in Early Childhood Learners. International Journal of Innovative Science and Research Technology, 10(4). https://doi.org/10.38124/ijisrt/25apr820
Descals Tomás, A. y Ávila Clemente, V. (2006). Desarrollo del lenguaje. En A. Descals Tomás, A. I. Córdoba Iñesta y M. D. Gil Llario (Coords.), Psicología del desarrollo en la edad escolar (pp. 117-156). Pirámide. https://www.edicionespiramide.es/libro/psicologia/psicologia-del-desarrollo-en-la-edad-escolar-ana-isabel-cordoba-inesta-9788436820225/
Durdas, A. (2024). Educational and educative ideas of maria montessori: research of their relevance in modern conditions by Italian Scientists. Osvitolohiya. https://doi.org/10.28925/2412-124x.2024.13.10
Finders, J., Wilson, E. y Duncan, R. (2023). Early childhood education language environments: considerations for research and practice. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1202819
Gervain, J. (2015). Plasticity in early language acquisition: the effects of prenatal and early childhood experience. Current Opinion in Neurobiology, 35, 13-20. https://doi.org/10.1016/j.conb.2015.05.004
Giraldo Urrego, L. M. (2022). Organización del espacio del aula infantil y creencias asociadas. Zona Próxima, 36, 28-48. https://doi.org/10.14482/zp.36.10039
Gutiérrez Duarte, S. A. y Ruiz León, M. (2018). Impacto de la educación inicial y preescolar en el neurodesarrollo infantil. IE Revista de Investigación Educativa de la Rediech, 9(17), 33-47. https://doi.org/10.33010/ie_rie_rediech.v9i17.160
Landini, F. (2023). La dinámica del aprendizaje experiencial en la formación de las y los extensionistas rurales latinoamericanos. Revista Mexicana de Investigación Educativa, 28(96), 251-273. https://ojs.rmie.mx/index.php/rmie/article/view/86
Maldonado-Ruiz, G. y Gómez, E. (2021). “Placing oneself on the other side”: how teachers' dispositions toward research can be constructed through pedagogical documentation. A case study in Spain. Early Years, 43, 270-284. https://doi.org/10.1080/09575146.2021.1942796
Mariani, B., Nicoletti, G., Barzon, G., Barajas, M., Shukla, M., Guevara, R., Suweis, S. y Gervain, J. (2023). Prenatal experience with language shapes the brain. Science Advances, 9. https://doi.org/10.1101/2023.05.25.542259
Massimelli, M., Mineo, R. y Tucci, G. (2022). Listening and documenting in the Reggio approach: the challenge and the vision stemming from bruner’s contribution. Encounters in Theory and History of Education, 23. https://doi.org/10.24908/encounters.v23i0.15537
Monfort, M. (2017). Comunicación, lenguaje y habla: reflexiones desde la práctica. En M. Monfort y A. Juárez (Eds.), Intervención logopédica en los trastornos del lenguaje (pp. 15-32). Masson. https://doi.org/10.1016/B978-84-458-2782-2.00002-6
New, R. S. (2007). Reggio Emilia As Cultural Activity Theory in Practice. Theory Into Practice, 46(1), 5-13. https://doi.org/10.1080/00405840709336543
Pezoa-Carrasco, E. y Muñoz-Zamora, G. (2022). Aportes de la filosofía Reggio Emilia a la formación docente. Revista Electrónica Educare, 26(3), 1–14. file:///C:/Users/Estela/Downloads/Dialnet-FormacionInicialDocenteEnCienciasParaLaCiudadania-8514670%20(1).pdf
Qadafi, M., Ulfah, M., Huda, M. y Agustiningsih, N. (2023). Fostering independent learning in early childhood: a case study on Montessori pedagogy at PAUD Montessori futura indonesia. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini. https://doi.org/10.14421/jga.2023.83-01
Santín, M. y Torruella, M. (2017). Reggio Emilia: an essential tool to develop critical thinking in early childhood. Journal of New Approaches in Educational Research, 6, 50-56. https://doi.org/10.7821/naer.2017.1.207
Santos, C. y Pérez, J. (2021). Aplicación de la metodología de aprendizaje experiencial en educación superior. Podium, 40, 41–58. https://doi.org/10.31095/podium.2021.40.4
Saputra, F. (2025). Transforming teacher-student relationships through Montessori philosophy: addressing educational challenges and enhancing learning environments. At Turots: Jurnal Pendidikan Islam, 7(1), 376-383. https://doi.org/10.51468/jpi.v7i1.860.
Share, D. L. (2004). Orthographic learning at a glance: On the time course and developmental onset of self-teaching. Journal of Experimental Child Psychology, 87(4), 267-298. https://doi.org/10.1016/j.jecp.2004.01.001
De Sousa, J. (2022). The plural uses of pedagogical documentation in Pedagogy-in-Participation. European Early Childhood Education Research Journal, 30, 184-199. https://doi.org/10.1080/1350293x.2022.2046833
Taylor, S. y Bogdan, R. (2000) Introducción a los métodos cualitativos. La búsqueda de significados. Paidós. https://asodea.wordpress.com/wp-content/uploads/2009/09/taylor-s-j-bogdan-r-metodologia-cualitativa.pdf
Whitehurst, G. J. y Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872. https://doi.org/10.1111/j.1467-8624.1998.tb06247.x
Yang, T., Fan, X., Hou, B., Wang, J. y Chen, X. (2024). Linguistic network in early deaf individuals: A neuroimaging meta-analysis. neuroImage, 299 https://doi.org/10.1016/j.neuroimage.2024.120720
Zauche, L., Thul, T., Mahoney, A. y Stapel-Wax, J. (2016). Influence of language nutrition on children’s language and cognitive development: An integrated review. Early Childhood Research Quarterly, 36, 318-333. https://doi.org/10.1016/j.ecresq.2016.01.015
Zúniga-González, C. A., Jarquín-Saez, M. R., Martinez-Andrades, E. y Rivas-Garcia, J. A. (2016). Investigación acción participativa: Un enfoque de generación del conocimiento. Revista Iberoamericana De bioeconomía Y Cambio climático, 2(1), 218-224. https://doi.org/10.5377/ribcc.v2i1.5696
Artículos relacionados
Abanades Sánchez, M. (2024). Habilidades sociales y comunicativas, inteligencia emocional y neuro educación: nuevas tendencias en la formación del profesorado para mejorar el aprendizaje de los alumnos. Revista de Comunicación de la SEECI, 57. https://doi.org/10.15198/seeci.2024.57.e881
Abaroa, A., Eiguren, A. y Berasategi, N. (2024). El dibujo, un altavoz para la infancia. European Public & Social Innovation Review, 10, 1-14. https://doi.org/10.31637/epsir-2025-711
Féliz, M. D. L. A. A. (2026). Implicación familiar y alfabetización en los primeros años: una revisión de intervenciones y resultados educativos. Revista Multidisciplinaria Voces de América y el Caribe, 3(1), 96-120. https://doi.org/10.69821/REMUVAC.v3i1.288
de Julián Latorre, P. (2025). La neurocomunicación como herramienta para transformar la relación colegio-familia en centros concertados y privados. Revista de Ciencias de la Comunicación e Información, 30, 1-19. https://doi.org/10.35742/rcci.2025.30.e323