Desarrollo integral de un niño con Síndrome de Down desde el modelo pedagógico cubano.
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Fecha
2019-01
Autores
Hernández Ortega, Tamara Beatriz
Hernández Nodarse, Tania
Rodríguez Rodríguez, Beatriz
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El modelo pedagógico cubano para la atención a la primera infancia, fundamentado en el enfoque Histórico-Cultural, presupone para todos los niños, el logro del máximo desarrollo integral posible desde elnacimiento. Aquellos que son portadores de síndrome de Down, reciben, bajo este importante precepto, una atención educativa de calidad, cuya premisa fundamental, es la caracterización de su desarrollo integral; sin embargo, aunque este proceso es una prioridad en el ámbito pedagógico, mantiene insuficiencias que limitan la realización de acciones didácticas por losmaestros y especialistas. Desde esta perspectiva,la investigación se propusocaracterizar el desarrollo integral de un niño con síndrome de Down,tomando en consideración las leyes y categorías básicas del enfoque Histórico-Cultural y se desarrollóa través de un estudio de caso, apoyado enlos métodos de la investigación cualitativa: entrevista en profundidad, observación participante, análisis del producto de la actividad,triangulación de fuentes, entre otros.La caracterización reveló las principales potencialidades y necesidades que presentael desarrollo integral de un niño con síndrome de Down, y su concepción, constituyó un referente para la acción de los diferentes agentes educativos que inciden sobre él.
The Cuban pedagogical model for attention to early childhood, based on the historical cultural approach, presupposes for all children, the achievement of the maximum possible integral development from birth. Those who are carriers of Down syndrome receive, under this important precept, quality educational attention, whose fundamental premise is the characterization of their integral development; However, although this process is a priority in the pedagogical field, it maintains insufficiencies that limit the realization of didactic actions by teachers and specialists who interact with them. From this perspective, the research aims to: characterize the overall development of a child with Down syndrome taking into consideration the laws and basic categories of the historical cultural approach and developed through a single case study, supported by other methods of the qualitative research. The characterization revealed the main potentialities and needs presented by the integral development of the child with Down syndrome studied, and its conception from the cultural historical focus,constituted a reference for the action of the different educational agents that affect it.
The Cuban pedagogical model for attention to early childhood, based on the historical cultural approach, presupposes for all children, the achievement of the maximum possible integral development from birth. Those who are carriers of Down syndrome receive, under this important precept, quality educational attention, whose fundamental premise is the characterization of their integral development; However, although this process is a priority in the pedagogical field, it maintains insufficiencies that limit the realization of didactic actions by teachers and specialists who interact with them. From this perspective, the research aims to: characterize the overall development of a child with Down syndrome taking into consideration the laws and basic categories of the historical cultural approach and developed through a single case study, supported by other methods of the qualitative research. The characterization revealed the main potentialities and needs presented by the integral development of the child with Down syndrome studied, and its conception from the cultural historical focus,constituted a reference for the action of the different educational agents that affect it.
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Palabras clave
Síndrome de Down, Modelo Pedagógico, Desarrollo Integral