El teatro como estrategia pedagógica para mejorar la comunicación en niños de educación inicial con síndrome de Down.

Abstract

Down syndrome is a genetic disorder that has physical and learning consequences. The area most affected in these children is attention; they have difficulty focusing on tasks that require concentration and inhibiting distracting stimuli such as environmental noise and receiving multiple instructions or orders simultaneously. With this difficulty, theater works positively as a pedagogical strategy to promote interaction and spontaneous communication. This research aims to determine the main findings of previous research on theater as a pedagogical strategy to improve communication in early childhood education of children with Down syndrome. This study adopts a qualitative-bibliographic approach by analyzing and describing theater as a strategy to improve communication in children with Down syndrome. Information was collected from various digital sources. The inclusion criteria were articles that specifically addressed theater and communication in children with Down syndrome, published in 2018. Articles not addressing the above topic and were published before 2018 were excluded. As a significant result, it was evidenced that children with Down syndrome improved their communication after participating in theater sessions; this strategy also favored the recovery of self-confidence within their family environment. In conclusion, theater enhances communication in children with Down syndrome.