Therapeutic exercises for the development of psychomotor skills in students with Down syndrome

Abstract

Introduction: The development of psychomotor skills during early childhood is an essential component for the acquisition of basic skills, which allows children to adapt adequately to the physical and social environment. Objectives: The objective of this article is to propose a program of therapeutic exercises for the development of psychomotor skills of children with Down syndrome from 4 to 6 years old at the “Unidad Educativa Especializada Fasinarm” in Guayaquil. Methodology: The methodology used was quantitative, non-experimental, and cross-sectional, with a descriptive epistemological scope. The population consisted of 11 students with Down syndrome, aged between 4 and 5 years. The theoretical methods used were the historical-logical, the synthetic analytical and the inductive-deductive, within the empirical methods measurement was used, for the collection of information the adapted Postural Test and the Peabody II Motor Development Scale were applied, the data were analyzed by descriptive statistics. Results: The results showed that the most frequent alteration was hip anteversion, followed by severe hypermobility and scoliosis. These conditions affected the students' gait, posture, and balance. The application of the PDMS-2 scale confirmed difficulties in psychomotor development, showed that 100% of the students walk on tiptoes and that they have postural control difficulties, with deficits in dynamic control and limitations in proprioception and motor control. Conclusions: The proposal is based on exercises to improve fine and gross motor skills, as well as social interaction in children with Down syndrome. General area of study: Pedagogy of Physical Culture. Specific area of study: Inclusive Education. Item type: Original item.