Preparing early childhood educators for speech therapy guidance

Abstract

Introduction: Strengthening attention to language disorders is a priority in the Cuban education system, in accordance with the goals of the 2030 Agenda, which promote inclusive and quality education from an early age. This article focuses on the preparation of early childhood educators for speech therapy guidance, aiming to develop a methodological strategy that contributes to the comprehensive speech therapy guidance of students in their sixth year of life. Materials and methods: The research is based on theoretical methods such as analysis-synthesis, historical-logical analysis, and systems analysis, as well as empirical methods such as observation, interviews, document analysis, methodological triangulation, and descriptive statistics. The sample consisted of six educators from the Antonio Fernández León Children's Center, selected for their direct interaction with children during this transition to school. Results: A key contribution is evident, integrating theoretical foundations, organizational structure, and practical validation, thus demonstrating the systematicity and coherence of speech therapy care. The discussion highlights the importance of teacher training as a comprehensive process that connects school, family, and community, promoting the prevention of communication difficulties and the full development of linguistic skills in early childhood. Conclusions: The implementation of the methodological strategy demonstrates its relevance and effectiveness by strengthening professional competencies, ensuring preventative care, and stimulating the comprehensive development of communication skills in six-year-old students.