Dysphemia in the development of verbal language in children aged 3 to 4 years

This article addressed the problem of dysphemia, commonly known as stuttering, in children aged 3 to 4 years in preschool educational institutions, a disorder that significantly affects the development of language and communication. The aim of the study was to analyze the impact of dysphemia on the verbal development of these children and to propose effective intervention strategies. A mixed methodology was used, combining qualitative and quantitative approaches, through direct observation and field data collection, as well as a documentary analysis that theoretically supported the research. The main results indicated that 75% of the children articulated correctly, but 16.66% had fluency difficulties, which suggests the presence of dysphemia. In addition, it was evidenced that only 16.66% of the children used correct grammatical structures consistently, which highlighted the need for pedagogical intervention. The study's findings underscored the importance of implementing early intervention programs, such as "Fluent Speech," that integrate breathing techniques and playful activities to improve children's verbal fluency and self-esteem. It was highlighted that raising awareness in the educational community is crucial to foster an inclusive and supportive environment, which could facilitate better social integration and stronger academic performance for children who stutter.