Language stimulation as a tool to enhance communicative development: a systematic review
DOI:
https://doi.org/10.70577/17ghgt63Keywords:
language; development; early childhood education; communication; psychopedagogy; educational intervention; child development; learning; inclusive education.Abstract
Language stimulation is a psychopedagogical pathway to strengthen oral comprehension, verbal expression, social interaction and school participation in childhood. This article aimed to analyse scientific production published between 2021 and June 2026 on language stimulation as a tool for children´s communicative development. A documentary systematic review was conducted according to the PRISMA 2020 statement. The search was updated o 16 June 2026 in Scopus, Web of Science, Google Académico, ERIC, SciELO, Redalyc an Dialnet, using UNESCO Thesaurus descriptors and equivalent search equations in Spanish an English. From 170 initial records, 39 studies met the inclusión criteria. The results were organised into analytical categories related to stimulation components, communicative effects, mediating agents, psychopedagogical mechanisms and application guidelines. Structured oral Language programmes, dialogic reading, storytelling, family and teacher mediation, play-based activities, digital resources and augmentative communication were identified. The most participation, especially when interventions combined observable goals, frequent practice, trained adults and continuity between home and school. It is concluded that language stimulation requires early planning, sensitive mediation, periodic assessment and cultural adaptation. This review provides an updated synthesis to guide psychopedagogical decision-making, inclusive educational programmes and longitudinal research in Latin American settings.
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