Psychoeducational support to mobilise the sociocognitive skills of children with down children

Abstract

Giving psychoeducational support at the pace and personality of each child assumes that a strategy has been developed for their personal development, and that the content related to their expectations regarding learning has been defined. However, resorting to increasing the wellbeing and the autonomy of a child with down syndrome requires particular attention to their individuality. Thus, if there is a reason to think about the child’s future, this perspective becomes a possibility independently of the child’s learning difficulties. Indeed, the analysis of the child’s needs is institutional dependent. Thus, the objective of this paper is to analyze how psychoeducational support can be used to mobilize the sociocognitive skills of children with down syndrome. To meet this objective, a qualitative methodology, following a comprehensive paradigm and the case study method was used with an interview guide and observation grid as the tools for data collection our sample population was composed of three participants. The results obtained analyzing the three specific objectives and with help of theorist like Vygotsky and his theory on sociocultural development, Piaget cognitive development and the social development theory of Brunner coupled with the results obtained from the field confirmed psychoeducational support can be used to mobilize the socio cognitive skills of children with down syndrome. Also, it was noted that, with the necessary help from the teachers, parents and the caregivers of these children with down syndrome, they can be able to learn and acquire proper cognitive and social skills that are necessary for them to fit properly into today’s society. It also confirms that everyone has the ability to learn if they are given the necessary help they need.