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This article reports the findings of an ethnographic study in which different communicative situations at some early child educational institutions are analyzed. The purpose of the study was to determine the role played by teachers responsible for the education of three-month-old up to five-year-old children in their language development and what types of aids are provided to foster children’s autonomy and self-control in language acquisition. The data is analyzed in light of the interactionist language and learning theory.

Formas de ayuda que emplea el educador infantil para favorecer el desarrollo del lenguaje en su función cognitiva