<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2184-7770</journal-id>
<journal-title><![CDATA[New Trends in Qualitative Research]]></journal-title>
<abbrev-journal-title><![CDATA[NTQR]]></abbrev-journal-title>
<issn>2184-7770</issn>
<publisher>
<publisher-name><![CDATA[Ludomedia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-77702022000600009</article-id>
<article-id pub-id-type="doi">10.36367/ntqr.15.2022.e757</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desarrollo del lenguaje en preescolares: Experiencia de docentes peruanas en un contexto de pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Language development in preschoolers: Peruvian teachers' experience in a pandemic context]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espinoza]]></surname>
<given-names><![CDATA[Adelaida Julia Cueva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arellano]]></surname>
<given-names><![CDATA[Edith Gissela Rivera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marrufo]]></surname>
<given-names><![CDATA[Helga Ruth Majo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguilar]]></surname>
<given-names><![CDATA[Carmen Patricia Tello]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salvatierra]]></surname>
<given-names><![CDATA[Silvia Del Pilar Alza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garro-Aburto]]></surname>
<given-names><![CDATA[Luzmila Lourdes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>15</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-77702022000600009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-77702022000600009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-77702022000600009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El desarrollo del lenguaje en los infantes se logra mediante la interacción con sus pares en un contexto social permitiéndole adquirir habilidades cognitivas y lingüísticas para comprender el mundo que los rodea. El estudio tuvo como finalidad analizar las experiencias de docentes peruanas con respecto al desarrollo del lenguaje de estudiantes preescolares en el contexto de educación virtual debido a la pandemia. Se realizó un estudio de enfoque cualitativo, diseño fenomenológico hermenéutico, centrado en cuatro categorías: Educación virtual, desarrollo del lenguaje, rol de la familia y perspectivas futuras de la educación preescolar. Las participantes fueron cinco docentes de nivel preescolar que trabajan en una escuela urbana de la ciudad de Lima-Perú, quienes fueron seleccionadas a través de un muestreo intencional. Se utilizó una entrevista en profundidad; estructurada en 15 interrogantes, enmarcadas en las categorías de análisis del estudio, siguiendo cuatro etapas: clarificación de los presupuestos, descriptiva, estructural y discusión. Durante la educación a distancia las docentes de preescolar han incorporado diversas estrategias virtuales para el desarrollo del lenguaje; sin embargo, las competencias lingüísticas no han sido las esperadas para la edad de los infantes en etapa escolar. La participación de las familias fue determinante en los logros o limitaciones de los procesos lingüísticos de los niños durante la pandemia. La educación virtual no fue suficientemente efectiva en el desarrollo del lenguaje en los niños de edad preescolar en el contexto estudiado, evidenciándose limitaciones en la expresión oral y gestual, además de un repertorio limitado de palabras esperado para su edad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Language development in infants is achieved through interaction with their peers in a social context allowing them to acquire cognitive and linguistic skills to understand the world around them. The purpose of this study was to analyze the experiences of Peruvian teachers regarding the language development of preschool students in the context of virtual education due to the pandemic. A qualitative study was conducted with a hermeneutic phenomenological design, focused on four categories: virtual education, language development, role of the family and future perspectives of preschool education. The participants were five preschool teachers working in an urban school in the city of Lima-Peru, who were selected through a purposive sampling. An in-depth interview was used; structured in 15 questions, framed in the categories of analysis of the study, following four stages: clarification of assumptions, descriptive, structural and discussion. During distance education, preschool teachers have incorporated several virtual strategies for language development; however, linguistic competencies have not been as expected for the age of infants in the school stage. The participation of families was determinant in the achievements or limitations of children's linguistic processes during the pandemic. Virtual education was not sufficiently effective in the development of language in preschool children in the context studied, evidencing limitations in oral and gestural expression, in addition to a limited repertoire of words expected for their age.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Expresión oral]]></kwd>
<kwd lng="es"><![CDATA[Lenguaje hablado]]></kwd>
<kwd lng="en"><![CDATA[Distance education]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Oral expression]]></kwd>
<kwd lng="en"><![CDATA[Spoken language]]></kwd>
</kwd-group>
</article-meta>
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