O pedagogo e o desenvolvimento de crianças com Síndrome de Down na educação infantil

Abstract

This study addressed the theme "The pedagogue and development of children with Down Syndrome in Early Childhood Education" at a private school in the city of Caxias do Sul, State of Rio Grande do Sul. The main purpose of this course was to identify the role of the pedagogue in stimulating the development and socialization of children with Down Syndrome attending an Early Childhood Center. We will use as a methodology the bibliographic review that addresses the issue of school inclusion, making use of the valuable contribution of authors such as Schwartzman (2003), Mantoan (2003) and Troncoso (1998). In addition, we will use as a resource the qualitative approach, focusing on the case study proposed by Robert Yyn (2003), through interviews with Down students' families. It was sought to clarify the differences between Special Education and Inclusive Education, since there are divergences about the most appropriate nomenclature. In this paper we opt to understand that children with Down syndrome are represented in studies and research on Inclusive Education. We further study the legislation that regulates School Inclusion in order to analyze how Down's Syndrome is represented in legal terms and we have done an analysis about Down Syndrome and its learning difficulties. Regarding the training of the professional, we understand that the pedagogue needs to increase his knowledge about Down Syndrome to contribute to the development of children with this syndrome. We explore some strategies and pedagogical resources that can and should be used by the pedagogue in Early Childhood Education, concluding that the pedagogue is a fundamental part of the development of the child with Down Syndrome, since it requires a lot of stimulation from the first years of life. There needs to be an atmosphere of trust and confidence between the teacher and the child so that learning is a challenging and positive challenge for both(sic).