Conocimiento sobre el Trastorno de Desarrollo del Lenguaje (TDL) en estudiantes de educación de una universidad pública de Lima Metropolitana
Date
2024-10-10
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Pontificia Universidad Católica del Perú
Abstract
El Trastorno del Desarrollo del Lenguaje (TDL) es la dificultad funcional del lenguaje persistente
en niños mayores de 5 años que afecta la comunicación y el aprendizaje. Su origen no se asocia
a una lesión cerebral, pérdida auditiva, discapacidad intelectual o Trastorno del Espectro Autista
(TEA). La detección temprana de los signos de alerta en los primeros años de vida permitirá
disminuir el impacto y mejorar el desarrollo del lenguaje del niño. Por ello, es importante la
capacitación sobre TDL en estudiantes universitarios de la carrera de Educación ya que serán los
futuros profesionales que identificarán los primeros signos de alguna alteración en el desarrollo
del lenguaje del niño. Es así, que el objetivo fue determinar el nivel de conocimiento de los
estudiantes del VIII y X ciclo de la carrera de Educación, de las especialidades Inicial y Primaria
de una universidad pública de Lima Metropolitana sobre el TDL. El estudio fue de tipo
cuantitativo, aplicada, de tipo descriptivo y de diseño descriptivo - comparativo. Se aplicó un
cuestionario para medir el “Conocimiento sobre TDL”. Se encuestó a 28 estudiantes de
Educación Inicial y 28 estudiantes de Educación Primaria del VIII y X ciclo. El cuestionario
consistió en 23 preguntas dividido en 3 dimensiones: Definición, Características y Señales de
alerta. Se obtuvo que el nivel de conocimiento que obtienen los estudiantes de Educación Inicial
(50%) y Educación Primaria (60%) fue de nivel medio, sin embargo, los estudiantes de Educación
Primaria presentan un nivel ligeramente mayor (nivel alto:17.9%) en comparación con los de
Educación Inicial (nivel alto: 10.7%).
Language Development Disorder (LDD) is a language dysfunction in children over 5 years of age affecting their communication and learning skills. LDD origin is not associated with brain injury, hearing loss, intellectual disability or Autism Spectrum Disorder (ASD). Early intervention during the first years of life would improve the child's language development by offering an intervention plan. Therefore, LDD should be offered to college students majoring in education; since they will be the raising teachers who will be able to identify the first signs of any alteration in the student’s language for their first years of development. Thus, the aim of the study was to determine how much knowledge college students majoring in education, from eighth and tenth semester, knows about Language Development Disorder at the public university in Metropolitan Lima. The study was quantitative, applied, descriptive and descriptive-comparative in design. A questionnaire was applied and given to college students to measure “How much students know about LDD”. In total, 28 Initial Education students and 28 Primary Education students from the eighth and tenth semester were surveyed. The questionnaire consisted of 23 multiple choice questions divided into three sections, such as, definition, characteristics, and Warning Signs. It was found that the level of knowledge obtained by the students of Initial Education (50%) and Primary Education (60%) was of a medium level, however, the students of Primary Education present a slightly higher level (high level: 17.9%) compared to those in Initial Education (high level: 10.7%).
Language Development Disorder (LDD) is a language dysfunction in children over 5 years of age affecting their communication and learning skills. LDD origin is not associated with brain injury, hearing loss, intellectual disability or Autism Spectrum Disorder (ASD). Early intervention during the first years of life would improve the child's language development by offering an intervention plan. Therefore, LDD should be offered to college students majoring in education; since they will be the raising teachers who will be able to identify the first signs of any alteration in the student’s language for their first years of development. Thus, the aim of the study was to determine how much knowledge college students majoring in education, from eighth and tenth semester, knows about Language Development Disorder at the public university in Metropolitan Lima. The study was quantitative, applied, descriptive and descriptive-comparative in design. A questionnaire was applied and given to college students to measure “How much students know about LDD”. In total, 28 Initial Education students and 28 Primary Education students from the eighth and tenth semester were surveyed. The questionnaire consisted of 23 multiple choice questions divided into three sections, such as, definition, characteristics, and Warning Signs. It was found that the level of knowledge obtained by the students of Initial Education (50%) and Primary Education (60%) was of a medium level, however, the students of Primary Education present a slightly higher level (high level: 17.9%) compared to those in Initial Education (high level: 10.7%).
Description
Keywords
Trastornos del habla en niños--Investigaciones, Educación superior--Investigaciones, Fonología--Investigaciones, Formación profesional de maestros
Citation
Endorsement
Review
Supplemented By
Referenced By
Creative Commons license
Except where otherwised noted, this item's license is described as info:eu-repo/semantics/openAccess