INCLUSION OF CHILDREN WITH DOWN SYNDROME IN EARLY CHILDHOOD EDUCATION: EXPERIENCES, LEARNING AND PARTICIPATION IN EVERYDAY SCHOOL LIFE

Abstract

This study discusses the inclusion of a child with Down syndrome in Early Childhood Education through a teaching experience report combined with a bibliographic review. Its objective is to reflect on how welcoming practices, interactions, play, the organization of learning experiences, and encouragement of autonomy can expand the child's learning and participation in everyday school life. The methodology is qualitative, descriptive, and reflective, based on pedagogical records produced while accompanying a five-year-old child, whose identity was fully protected. The results indicate progress in communication, spontaneity, interaction with classmates, body movement activities, and participation in school performances. Support needs related to fine motor coordination, drawing, painting, and some personal care tasks were also observed. A traditional June festival performance was particularly meaningful because, after being welcomed by the teacher, the child overcame her initial insecurity and performed the dance independently. It is concluded that inclusion becomes effective when the school recognizes the child's potential, provides support without replacing her actions, and builds an ongoing partnership with the family.