| Resumo: | The Routines Based Intervention is built upon a vast field of experience from the quotidian that allow children to have opportunities of gathering knowledge, not only to conserve what they have already learned but also to learn even more. The present essay intention is to explore the meaning of the routines in Early Intervation through a case study of a Down Syndrome child included in a group of five year old children that are attending a public early childhood center in Lisbon. Conducting the case study, we used instruments and strategies such as the Schedule of Growing Skills II and evaluations of different competence areas were used to gather data; an interview was made to the early childhood educator of the group with the goal of learning about the daily routine of the child by using the “Escala de Avaliação das Impressões dos Educadores acerca das Rotinas e do Envolvimento (EAIERE)”; a family Ecomap has been made and an “Entrevista Baseada nas Rotinas (EBR)” took place together with the child's mother. The same method with the mother has been taken to describe the child's developmental history and the elaboration of the individual plan of the early intervention. The practice of Early Intervention have to take into consideration the child's and family life style, this is, places where the child's behavior take place. This dissertation will also describe aspects related to Down Syndrome, mainly in its evolution aspects in terms of historical conceptions, as well as the specific characteristics like it's motor, psychological and emotional development. The dissertation also comprises the development of an individualized early intervention plan, as well as it's procedural aspects. At last, the final considerations summarize some reflections about the process and results obtained in this dissertation. |
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