INTEGRAL DEVELOPMENT OF A CHILD WITH DOWN SYNDROME FROM THE CUBAN PEDAGOGICAL MODEL

Abstract

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.