Children With Down Syndrome In Kindergartens

U ovom radu detaljno je opisana razvojna teškoća djece s Down sindromom. Navedeni se sindrom smatra jednim od najčešćih genetskih poremećaja, a nastaje zbog viška jednog ili dijela kromosoma u jezgri svake stanice tijela. Naime, umjesto dva kromosoma na 21. paru, osobe s Down sindromom imaju tri kromosoma, odnosno trisomiju te se upravo iz tog razloga Down sindrom naziva i trisomija-21.Ovisno o načinu nastanka razlikuju se klasični, translokacijski i mozaički tip Down sindroma.Ovaj sindrom prate i zdravstvene teškoće koje se mogu svesti na minimalnu razinu ako se reagira na vrijeme, a učestalost pojave sindroma raste s majčinom dobi. Djecu koja su oboljela potrebno je od najranije dobi uključiti u programe rane intervencije kako bi se potaknuo njihov razvoj. U radu se govori o povijesti sindroma, kako dolazi do njega te o psihološkim aspektima, a naglasak je stavljen na odgojitelje u predškolskim odgojnoobrazovnim ustanovama, integraciji osoba s Down sindromom u redovni odgojno-obrazovni sustav, izradi individualiziranog odgojno-obrazovnog plana za rad s djetetom s Down sindromom te suradnji odgojitelja i roditelja. Svako dijete, bilo sa ili bez teškoća, pa tako i ono s Down sindromom, ima pravo na obrazovanje te ima pravo biti aktivni član zajednice u kojoj živi, a najvažnije od svega jest da ima pravo na ljubav i podršku od strane okoline.This paper describes in detail the developmental difficulty of children with Down syndrome. This syndrome is considered one of the most common genetic disorders, and occurs due to an excess of one or part of the chromosomes in the nucleus of every cell in the body. Namely, instead of two chromosomes on the 21st pair, people with Down syndrome have three chromosomes, trisomy, and for that very reason Down syndrome is also called trisomy-21. Depending on the mode of occurrence, there are classical, translocation and mosaic types of Down syndrome. This syndrome is accompanied by health problems that can be minimized if responded to in time, and the incidence of the syndrome increases with maternal age. Children who become ill need to be included in early intervention programs from an early age to encourage their development. The paper discusses the history of the syndrome, how it occurs and the psychological aspects, and the emphasis is placed on educators in preschool educational institutions, the integration of people with Down syndrome in the regular educational system, the development of an individualized educational plan for work with a child with Down syndrome and the cooperation of educators and parents. Every child, whether with or without difficulties, including those with Down syndrome, has the right to education and the right to be an active member of the community in which he lives, and most important of all is the right to love and support from the environment