DOWN SYNDROME

Down syndrome can result from several different genetic mechanisms. This results in a wide variability in individual signs and symptoms due to complex gene and environment interactions. Prior to birth, it is not possible to predict the symptoms that an individual with Down syndrome will develop.

Individuals with Down syndrome may have some or all of the following physical characteristics: microgenia (abnormally small chin), oblique eye fissures with epicanthic skin folds on the inner corner of the eyes (formerly known as a mongoloid fold), muscle hypotonia (poor muscle tone), a flat nasal bridge, a single palmar fold, a protruding tongue (due to small oral cavity, and an enlarged tongue near the tonsils) or macroglossia, a short neck, white spots on the iris known as Brushfield spots, excessive joint laxity including atlanto-axial instability, excessive space between large toe and second toe, a single flexion furrow of the fifth finger, and a higher number of ulnar loop dermatoglyphs. Most individuals with Down syndrome have intellectual disability in the mild (IQ 50–70) to moderate (IQ 35–50) range, with individuals having Mosaic Down syndrome typically 10–30 points higher. They also may have a broad head and a very round face.

Language skills show a difference between understanding speech and expressing speech, and commonly individuals with Down syndrome have a speech delay. Fine motor skills are delayed and often lag behind gross motor skills and can interfere with cognitive development. Effects of the condition on the development of gross motor skills are quite variable. Some children will begin walking at around 2 years of age, while others will not walk until age 4. Physical therapy, and/or participation in a program of adapted physical education (APE), may promote enhanced development of gross motor skills in Down syndrome children.

Growth parameters such as height, weight, and head circumference are smaller in children with DS than with typical individuals of the same age. Adults with DS tend to have short stature—the average height for men is 5 feet 1 inch (157 cm) and for women is 4 feet 9 inches (144 cm). Individuals with DS are also at increased risk for obesity as they age.

GAME

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WORKSHEETS

THE LATERALITY

Laterality is the functional predominance of one side of the human body over the other, determined by the cerebral hemisphere supremacy over the other.
Lateralization is the process by which laterality develops and is important for learning literacy and full maturity of language teaching p, d, b, q, requires mastery of laterality, if the child is aware of its side
can never be right or left handedness to the outside world, and the difference is difficult and identification of these letters. Consider also that reading and writing are processes that are met from left to right.
Mastering the side where the child will help a lot to be located in relation to other objects. Failure to do so could affect the learning difficulties of some areas. For example in the case of mathematics it is known that adding and subtracting various amounts starts from right to left and have not worked hard handedness will be placed against the paper.
Laterality is consolidated in the school stage. Between 2 and 5 years we see that the hands are used for combing, bathing in the bathroom, put a nail, hand out a card, say goodbye, cross your arms and hands, in both cases the dominant hand is on the other. At school age the child should have reached its lateralization and depending on your hand, foot, eye and ear.

There are different types of laterality

The uniform lateral hand is when a certain person, eye, hand, ear, foot, etc. are predominant on the right side.

The lateral homogeneous left-handed is when the eye, hand, ear, foot, etc. are predominant on the left side.

Cross laterality is when the prevalence of hand, eye, ear, foot, etc, are not located on the same side of cuerpo.Un child with crossed laterality, when reading, is often skip the lines, read without intonation, you need to use support from the finger to follow the text, etc.

TO IDENTIFY LATERALITY
For the handedness can ask the child to perform the following activities:
Winding a clock.Using scissors and writing.For the dominance of foot: hop on one foot, kick the ball.Dominance of eye: looking at a hole, telescope.Dominance of hearing: listening to the ticking clock.
Consider whether all activities were conducted with members or organs of the right or left side, then we can know if a child is defined dominance. If alternating right to left, said to have "cross-dominance."
ACHIEVING LATERALITY
To develop laterality can ask the child to perform the following:

   

 * Identify the right and left half his body in his partner and his image in a mirror.
    * Handle with his right hand, the right half of your body, starting in the head, eyes, ears, neck and trunk.
    * Wear a ribbon of color daily on the wrist of his right hand.
    * Pointing at his partner, stand back, parts of left and right side, this same activity is performed with fellow post in front.
    * Faced with a large mirror and divided into two equal parts with tape, pointing his right and left.
    * Make eye movements from left to right.
    * Exercises Unilateral right hand bumping his right foot.
    * Exercises simultaneously: with his left hand bumping his right eye.
    * Exercises with the left arm and right: top, side, right.
    * Reading the signs of images: the child must identify the drawings of the lineup, always from left to right, the same activity can be done with colors.
    Drawing Dictation: The teacher asked to draw geometric shapes, making sure that the child do it from left to right.
    * Draw horizontal lines, vertical and directional changes.
    * Draw pictures simultaneously: two sheets of paper using the child be circulated simultaneously in the two leaves and with both hands.

The five senses

Senses are the physiological capacities within organisms that provide inputs for perception. The senses and their operation, classification, and theory are overlapping topics studied by a variety of fields, most notably neuroscience, cognitive psychology (or cognitive science), and philosophy of perception. The nervous system has a specific sensory system or organ, dedicated to each sense.

Human beings have a multitude of senses. In addition to the traditionally recognized five senses of sight (ophthalmoception), hearing (audioception), taste (gustaoception), smell (olfacoception or olfacception), and touch (tactioception); other senses include temperature (thermoception), kinesthetic sense (proprioception), pain (nociception), balance (equilibrioception) and acceleration (kinesthesioception). What constitutes a sense is a matter of some debate, leading to difficulties in defining what exactly a sense is.

The Hygienic Habits

FEELINGS AND EMOTIONS

Nobody can help having feelings - they are part of everyone. We feel different things all day long as different things happen to us.
Sometimes we feel sad - eg. when someone we love goes away.
Sometimes we feel happy - eg. when we are having fun playing.
Sometimes we feel scared, angry, guilty, lonely or any of a huge range of human emotions.
It is important not to be ashamed of having feelings. Everyone has them - good and bad.  we can all learn to show our feelings in ways that are helpful to us and to others, not ways that are hurtful.
What counts is what we do about our feelings -
 

motions and feelings strongly influence the Development each child throughout their life and learning, that is why we must take into account the changes and the motivation that is given at home and in school for a better performance

EMOTIONS AND BEHAVIOR

In order to carry out the correct behaviour—that is to say, correct in relation to the survival of the individual and the group—humans and other higher animals developed innate drives, desires, and emotions, and the ability to remember and learn. These fundamental features of living depend on the entire brain, yet there is one part of the brain that organizes metabolism, growth, sexual differentiation, and the desires and drives necessary to achieve these aspects of life. This is the hypothalamus and a region in front of it comprising the septal and preoptic areas. That such basic aspects of life might depend on a small region of the brain was conceived in the 1920s by the Swiss physiologist Walter Rudolf Hess and later amplified by Erich von Holst. Hess implanted electrodes in the hypothalamus and in septal and preoptic nuclei of cats, stimulated them, and observed the animals' behaviour. Finally, he made minute lesions by means of these electrodes and again observed the effects on behaviour. With this technique he showed that certain kinds of behaviour were organized essentially by just a few neurons in these regions of the brain. Later, von Holst stimulated electrodes by remote control after placing the animals in various biologically meaningful conditions.