English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Pre-school is part of a decisive period in the formation of a child. In this context, this research aimed to analyze mediation situations and pedagogical practices that interfered in a positive way with curricular access and social interaction of a child with Down syndrome. A preschool class, her teacher, and a caregiver of the target child participated in this research. The data collection was conducing through systematic observation and recorded with filming and field notes. The results indicated favorable mediations for curricular access in the following situations: proximity between the child and the teacher; sharing of activities with the child; requests for collaboration of the child in routine activities; proposition of group activities; among others. We conclude that the quality of interaction and the concern with this quality were the main factors responsible for promoting the participation of the target child in the activities.

A participação de uma criança com síndrome de down em práticas pedagógicas na educação infantil