Prática docente para aprendizagem de crianças com síndrome de down na educação infantil

Abstract

Currently the discussions turn not only the enrollment of children with disabilities, but the guarantee of their right to learning. From these conjunctures the report aims to investigate the important aspects of the teaching practice for learning of children with Down syndrome in Early Childhood Education. Inclusion is understood as a way to ensure equitable access to education among children. Therefore, it was sought to find out if/how the Early Childhood teacher uses ludicity to promote the learning of children with Down syndrome, considering the importance of motivation and stimulation already in the first years of life and the relevance of Early Childhood Education in its development. The research consists of bibliographical, documentary, collection and analysis of empirical data. The research was carried out in Child Education institutions of the municipality of Campo Grande-MS with four teachers who had a child with Down syndrome included in their room in the year 2016. The instruments used for collection were a questionnaire and the semi-structured interview with 10 questions. For the analysis of the data was used to the meaning nuclei methodology. The research has as a theoretical-methodological bias the Historical-Cultural Psychology developed by Vygotsky and his collaborators. Throughout the teachers' speeches it was noticed that, in general, all of them demonstrate doubts and difficulties in working to include the child with Down syndrome in the classroom, pointing out the lags in the initial formation. The little knowledge in the area required them to seek to compensate for the gaps with readings, lectures and continuing education, even if this is still not enough. Through the practice of play, the teacher promotes learning moments for the children so that they are interested and actively participate. The leisure activities consist in the development of autonomy, cognition, rules and allows the inclusion of children with disabilities. It is in this process of exchanges that the child learns and develops, having contact with signs and developing his higher psychological functions.