Baby with Down syndrome in early childhood education: a case study

Abstract

This article aims to describe the process of adding a baby with Down syndrome enrolled in a regular school Early Childhood Education. The adopted methodological approach took the picture of the case study with descriptive approach a historical-cultural perspective, talking mainly with Vygotsky and his followers, who consider the baby as the subject socio-historical-cultural immersed in the macro society as knower. The study was developed in a federal school kindergarten and the survey data, it emphasizes that the subject with Down syndrome has features, quirks and characteristics that are unique to the chromosomal accident that causes (even without medical conclusion) Down syndrome, however, when the school of early childhood education and its professionals understand the baby with or without disabilities is subject producer of history and culture, protagonist of his process, tend to work in the sense that this guy can and should be part of all routine as an active member of the teaching-learning process. In addition, the research showed that the developed pedagogical practices every day they realized lead him to the development of their higher mental functions, to the extent that participated actively in all that was proposed.