Estrategia de comunicación aumentativa y alternativa orientado al fortalecimiento del desarrollo comunicativo multimodal en niños de educación inicial II

Abstract

This thesis focuses on the design and pilot implementation of a low-tech Augmentative and Alternative Communication (AAC) strategy, aimed at enhancing multimodal communicative development in Early Childhood Education II students. The research addresses the need to support children with communication difficulties, a condition that restricts their participation in academic activities and their socio-emotional interaction. In response to this situation, the design and application of an accessible pedagogical resource was proposed to help overcome communicative barriers and promote inclusive education. The theoretical framework draws on contributions from Vygotsky’s sociocultural theory, which emphasizes the role of mediation in the learning process, and from the multimodal approaches of Kress and Van Leeuwen, which highlight the importance of integrating gestures, images, symbols, and words into communication processes. Regarding methodology, a mixed approach was adopted, incorporating observation techniques, teacher interviews, and the experimental implementation of the strategy. The proposed AAC strategy included an adapted story, communication boards, and a classroom activity manual. The findings indicated that children actively participated through the use of AAC boards and visual tools, which improved their expression and group interaction. The strategy fostered a collaborative and inclusive environment in which socio-emotional skills were strengthened and frustration among children with greater restrictions was reduced. It is concluded that low-tech multimodal communication represents a viable, accessible, and effective instrument to strengthen communicative skills in early education.