La importancia de los pictogramas en el desarrollo del lenguaje oral en niños de 3 a 4 años

Objective: This research analyzed how pictograms in narrative sequences function as scaffolding to enhance the development of oral language in children aged 3 to 4 years in early childhood education. Methodology: A qualitative descriptive approach was developed through a narrative literature review. Databases such as Google Scholar, SciELO, Scopus, and ScienceDirect were consulted, in addition to national and international university repositories, prioritizing studies published in the last six years. The analysis was conducted using a systematic review technique to compare various pedagogical approaches and previous research findings on communicative skills. Results: The findings confirmed that pictograms are key tools in language development in children, as they stimulate areas of the brain that are important for learning vocabulary and improving verbal fluency. Three high-impact strategies were identified: the personalization of the story, the implementation of daily visual routines, and didactic triangulation (material-teacher-family). The studies demonstrated that these resources reduce communicative frustration, improve sentence structuring, and enhance cognitive skills, especially in vulnerable and rural contexts. Conclusions: The use of pictograms constitutes an essential neuroeducational strategy to strengthen oral language in early childhood education. Its success depends on systematic implementation and the commitment of the family and educational environment. It is recommended to develop standardized methodological guides, create freely accessible digital repositories, and conduct longitudinal follow-ups to measure the long-term impact on primary basic education.