Interações sociais de crianças pré-escolares com Síndrome de Down durante atividades extracurriculares

Abstract

The aim of this research was to identify the process of social interaction of children with Down Syndrome (DS) during extracurricular activities in the regular early childhood education in Ribeirão Preto-SP, Brazil. Six children aged 3-6 years participated in this study. There were two recordings of each child in situations of social interaction during extracurricular activities, and analyzed by 15 behaviors, divided into two categories of social skills: interpersonal and self-expression. The results demonstrate that, in the interpersonal skill category, the higher occurrence was the behavior "occurs interaction with other children". In the self-expression skills category, only the behaviors "smiles" and "imitates other children" have significant occurrence. The behaviors more frequently identified in this study permit to understand that the school environment is a facilitator for the interaction of child with DS with the typical developmental children, allowing him/her to develop the expected social skills.

Desenvolvimento da comunicação de crianças de um a três anos e sua relação com o ambiente familiar e escolar

“…Such actions are individually performed by educators, not being determined by the coordination of the institution 6,13 . This is also corroborated by the literature that reports that the conceptions and practices of care/ education vary in part according to the expectations that each educator has in relation to children and the types of relationships established between educator-child and also between child-child 7,23,33 . It must be highlighted that the literature reveals that the majority of educators believe that children at this age do not need stimulus, they are just in the daycare center, because it is a place where they are sheltered while their parents are working, and have difficulty to overcome impoverished care routines with food and hygiene, therefore not incorporating the practices that lead to the full development of the children 3,11 .…”

“…The day care center is considered a collective environment with organized space in order to promote shared events, where there is a pedagogical proposal of interaction of infants 7 . So, the family and the school are the main systems that support the children in their development.…”

“…This analysis revealed frequent, fluid and choppy interactions between infants, more than just doing something together. Indeed, the interactive events involve the regulation of the behavior of the other, even from a distance, or even if one of the partners does not know that is regulating the behavior of the other 7 .…”

Percepção de responsáveis sobre o envolvimento de crianças e adolescentes diabéticos em ocupações durante o distanciamento social devido à pandemia por covid-19/ Carers perception on the involvement of diabetic children and adolescents in occupations during the social distancing due to the Covid-19 pandemic

“…Ainda sobre a falta da escolar, Silva (2017) sustenta que a escola é um importante espaço de socialização desta população, onde a criança desenvolve seus vínculos afetivos, compreensão moral e de conduta, aprende a estabelecer relações, além da aquisição do conhecimento pedagógico em si. Este dado vai de encontro ao de Corrêa et al (2017), que argumentam que a escola é o local que possibilita maior interação com outras crianças, sendo o melhor ambiente para o desenvolvimento de habilidades sociais (Lucisano et al, 2013).…”

Sementes... Refletindo Sobre Os Frutos De Uma Trajetória Profissional

“…Iniciei ministrando a disciplina "Desenvolvimento PFEIFER; SANTOS, , 2011LUCISANO et al, 2011LUCISANO et al, , 2013VALDÍVIA-LUCISANO et al, 2013). Trabalhar com o professor Jair foi -e tem sido -uma experiência enriquecedora, pois o mesmo é extremamente competente e generoso, sempre me apoiando e ensinando.…”