Research approaches to oral communicative competence: tensions and educational challenges in early childhood

Abstract

This article deals with oral communicative competences in early childhood as a phenomenon of school reality, its objective is to expose its visions and contributions for the development of children. Based on an exhaustive bibliographic review, limited to researchers specialized in the subject and valid referents in the educational field, the article analyzes the value of communicative competence and its contributions to the integral development of children. Likewise, the role of training and particularly of teaching innovation linked to oral communicative competence, as a measure for quality assurance and sustainability of educational institutions, is highlighted. It is concluded that oral communicative competence favors diverse dimensions of development, contributing to lifelong learning throughout life, as well as to the establishment of healthy relationships that favor integrality in adult life. The relationship between child development and communicative competence is insoluble, it provides and gives meaning to teaching because it opens spaces to pedagogically organize dialogical conversations between educator-child and between the children themselves. A pedagogy that seeks and explores diverse and concrete educational strategies to promote oral communication skills in early childhood education students.