Las actividades lúdicas en la estimulación motriz gruesa de los niños de 6 a 8 años con síndrome de Down

Abstract

This research work is an integrative project, and focused on recreational activities in gross motor stimulation of children aged 6 to 9 years with down syndrome, whose objective was to analyze recreational activities in the development of motor stimulation in children with Down syndrome in the specialized education unit of Huaquillas through the orientation of the Physical Education teacher. The data collection was based on the qualitative approach, with a non-experimental and descriptive methodology, managing to diagnose the reality in the specialized Huaquillas educational institution in relation to the curriculum with Physical Education classes. The methods with the greatest incidence in this inquiry are the analytical-synthetic and others that were integrated as auxiliaries, such as the comparative and the bibliographic, which contributed significantly at the time of collecting the information based on the specific objectives to contribute to the general objective, which were written to cover aspects related to literary review, field research and finally to support the integrating proposal, as a contribution in favor of the educational institution that facilitated access to carry out the research. In relation to the sample, all the teachers of the sublevel were considered, since the number is two, In addition, the director of the school was taken into account The selected instruments were question guides and the checklist, which for its construction related the objects of study, from which four dimensions were derived, which facilitated the reception of opinions and attitudes of teachers in this research work and at the same time score from fixed responses the range of values. The analysis of results in the interview shows that if it is necessary to study it, specifying that teachers do need the development of strategies and methodologies to use. For the above and responding to the third specific objective, the integrative proposal was defined, which was oriented to the development of methodologies directed to the teacher as a contribution for the improvement of the development of the classes. The proposal was composed of 3 implementation phases aimed at presentation, execution and conclusion, in addition to logistical resources and the assessment of feasibility with the dimensions: technical, economic, social and environmental, demonstrating the ability to achieve the objectives of the proposal, determining the feasibility and material capacities that the executing parties of the proposal have