Resumen

VARGAS PIMENTEL, Ruth; MEJIA JANAMPA, Maribel  y  HUAMANCHA AGUILAR, Martha Marisol. The development of communicative skills in early childhood education teachers: a systematic review. Revista InveCom [online]. 2026, vol.6, n.1, e601090.  Epub 15-Jul-2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.15558658.

This article analyzes the importance of developing communication skills in early childhood teachers to foster effective learning environments. These skills influence children's holistic development, encompassing linguistic, cognitive, social, and emotional aspects. Through a systematic review based on the PRISMA method, 24 recent studies were examined that address key dimensions of teacher communication: verbal and nonverbal communication, conflict resolution, mediation, and active listening. The results highlight the importance of clarity in verbal expression to facilitate learning and the role of nonverbal communication in building trust and respect in the classroom. It also emphasizes that teachers' ability to mediate and resolve conflicts promotes an inclusive and collaborative environment, while active listening enhances understanding of student needs. However, theoretical gaps were identified, such as the paucity of research in multicultural contexts and developing countries, as well as limited exploration of the use of emerging technologies, such as the metaverse, to strengthen these skills. The study concludes that it is necessary to design more comprehensive teacher training programs that address these dimensions and to encourage future research to fill the identified gaps, in order to enhance educational practice in early childhood education.

Palabras clave : early childhood education; active listening; communication skills; nonverbal communication; teacher mediation.

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