<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632025000402012</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.14803958</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Escuchando el mundo: claves de la estimulación temprana en el lenguaje receptivo de la primera infancia]]></article-title>
<article-title xml:lang="en"><![CDATA[Listening to the world: keys to early stimulation in infant receptive language]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Becerra Flores]]></surname>
<given-names><![CDATA[Heidi Daiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Barreto]]></surname>
<given-names><![CDATA[Mariela Roxana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaytan Reyna]]></surname>
<given-names><![CDATA[Sassy Emperatriz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>5</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632025000402012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632025000402012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632025000402012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio examina cómo la estimulación temprana influye en el desarrollo del lenguaje receptivo en infantes menores de 3 años dentro de un centro de estimulación infantil, alineándose con el Objetivo de Desarrollo Sostenible 4 de la ONU, que fomenta una educación inclusiva y de calidad desde los primeros años de vida. Con el propósito de evaluar el impacto de estas intervenciones en el desarrollo del lenguaje receptivo, se llevó a cabo una investigación de tipo aplicada, con un enfoque cuantitativo y un diseño pre-experimental. La muestra incluyó 11 infantes seleccionados mediante un muestreo no probabilístico. Para la recolección de datos, se utilizó una guía de observación validada con alta confiabilidad (&#945;=0.954), que abarcó cinco dimensiones específicas. Los resultados indicaron que, después de la intervención, el 100% de los niños evaluados alcanzó un nivel alto en lenguaje receptivo, con una mejora estadísticamente significativa (p=0,000). En conclusión, la estimulación temprana demostró ser una herramienta efectiva para promover el desarrollo del lenguaje receptivo en infantes, subrayando la necesidad de implementar programas similares en centros educativos para fortalecer las competencias lingüísticas desde la primera infancia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study examines how early stimulation influences the development of receptive language in infants under 3 years old within a child stimulation center, aligning with the United Nations' Sustainable Development Goal 4, which promotes inclusive and quality education from early childhood. To evaluate the impact of these interventions on receptive language development, an applied research study was conducted with a quantitative approach and a pre-experimental design. The sample consisted of 11 infants selected through non-probabilistic sampling. Data collection employed a validated observation guide with high reliability (&#945;=0.954), encompassing five specific dimensions. The results indicated that, following the intervention, 100% of the evaluated children achieved a high level of receptive language, with a statistically significant improvement (p=0.000). In conclusion, early stimulation proved to be an effective tool for promoting receptive language development in infants, highlighting the need to implement similar programs in educational centers to strengthen linguistic competencies from early childhood.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[desarrollo del niño]]></kwd>
<kwd lng="es"><![CDATA[lengua]]></kwd>
<kwd lng="es"><![CDATA[primera infancia]]></kwd>
<kwd lng="en"><![CDATA[child development]]></kwd>
<kwd lng="en"><![CDATA[language]]></kwd>
<kwd lng="en"><![CDATA[early childhood]]></kwd>
</kwd-group>
</article-meta>
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