El juego como herramienta en el aprendizaje de la lectura y escritura en niños de primera infancia con Síndrome de Down

Abstract

This paper reports on a document review exercise to analyze play as a learning strategy in the reading and writing process in children with Down Syndrome (DS) from inclusion in regular classrooms, for which possible strategies were identified playful-pedagogical at the theoretical level, implemented by the teachers in the classrooms, to guide the reading and writing process in early childhood children with DS. From the documentary analysis of research and articles that allowed confronting the theoretical referents with the knowledge built on the experience acquired with children with DS, the following main categories were highlighted: Play, Reading and writing in early childhood, Down Syndrome , and Educational Inclusion in early childhood. In this way, it is concluded that including play in pedagogical practices, in order to promote meaningful learning in children, must be related to their daily life and must depend according to their learning pace.