Assertive communication and gamification: instructors and the psychomotor development of children with Down syndrome)

Abstract

The exploration of the psychomotor development of children with and without special educational needs in the Manabí province of Ecuador has shown significant delays in recent years. Therefore, schools need to innovate their pedagogies to overcome this socio-educational problem and contribute to human and sustainable development. This work aimed to determine the contribution of assertive communication and gamification in processes aimed at the psychomotor development of 12 children with and without Down syndrome. The instruments used to monitor changes in participants’ motor balance were the Dynamic balance beam tests and the Flamenco test. Among the findings, the use of court game circuits and stimulation through assertive communication reduced the presence of fear, mood swings, and the degree of anxiety children with Down syndrome manifest in the event of a fall. The results show positive advances in the balance, while for dynamic equilibrium, the results show that participants reached the internationally accepted standard level. From the evidence obtained, it inferred that the articulation of recreational games and assertive communication in balance practices contribute significantly to the improvement of the psychomotor development of all children involved in the process.