The improvement to educational agents of the first childhood to prevent the initial stutter through the music

Abstract

Introduction: Pedagogical attention to communication and aesthetic education from early childhood highlights the need to address preschool children with early stuttering symptoms in a timely manner. Cuban education has continued to prioritize the ongoing training of teachers with the goal of ensuring that they are increasingly better prepared and up-to-date in scientific and research work. In this regard, a pedagogical strategy for the professional development of early childhood educators was structured, aimed at improving the training of these specialists for the prevention of early stuttering in preschool children. Materials and methods: The research utilized a participatory methodology and the collaboration of training agents. Methods were employed at the empirical level: documentary analysis; interviews, specialist criteria; and theoretical levels: historical-logical, analysis and synthesis, systemic structural-functional; and mathematical-statistical. Results: The bibliography consulted demonstrates the importance of addressing the professional development of early childhood educators. Discussion: The ongoing development of early childhood education considers interdimensional work, which is relevant to the present research, addressing the aesthetic dimension and providing solutions to speech and communication problems in early childhood children. Conclusions: It is concluded that this strategy constitutes a resource that guaranteed improved performance for these professionals by providing them with specialized theoretical knowledge and methodological procedures. It is characterized by the multifactorial, interdisciplinary, differentiated, and contextualized nature of its actions.