Pedagogical strategies to foster an entrepreneurial mindset in the vocational training provided by the National Training Service (SENA)

Abstract

The neurocognitive development of oral language in early childhood constitutes a fundamental process for the acquisition of communicative and cognitive competencies. The analysis focused on developing a pedagogical strategy that allows evaluating the effectiveness of designed rhymes, from a communicative-functional approach, for the neurocognitive development of oral language in 4-year-old children. The research was conducted under a qualitative approach, using a non-experimental design through a case study. This methodology made it possible to analyze the dynamics of communicative interaction in the educational environment, establishing a descriptive-explanatory scope. The validation of the proposal was carried out through the focus group technique. The research process was organized into four stages. The Navarra–Revised Oral Language Test (PLON-R) was applied as an intervention tool for the development of oral expression. The results obtained show that most of the children are concentrated at the developing and consolidated levels, while others reached advanced levels, demonstrating autonomy and leadership. Activities with rhymes constituted an effective strategy for language stimulation, by integrating cognitive, emotional, and technological aspects into their design and application, offering a holistic view of child learning.