01.

GAMES ADAPTED ACCORDING TO THE FORM OF DOWN SYNDROME

Discover the most suitable games for children with Down syndrome within the COCO THINKS and COCO MOVES program.

TYPES OF DOWN SYNDROME

There are different forms of Down syndrome because each child is different, with specific difficulties and needs. It is therefore important to personalize the work for each child. Thanks to 3 levels of difficulty Coco can be used and adapted to each form of Down syndrome.

Among the different Down Syndrome genes, there is Trisomy 21, where three copies of chromosome 21 instead of two, translocation happens when only a part of chromosome 21 breaks off during cell division and attaches to another chromosome, or mosaic trisomy, where there is a mixture of two types of cells, some containing 47 chromosomes and others 46.

The follow-up of a child with Down syndrome differs according to the form of Down syndrome he has. We will therefore advise you on the use of the COCO app according to the various stages of Down Syndrome.

Mild Down Syndrome (stage 1)

Cognitive and developmental delays are mild. The child has below average skills. As the child grows, the difference in skills with others will increase, but they will be able to live semi-independently or fully independently and will be able to maintain a small amount of work. At this stage you can use the games at difficult levels

The presence of the pictures helps the recognition of the ingredients and allows the game to be used with children with language disorders.

In addition, the pictures help stimulate lexical access.

All these skills are fundamental in creating and maintaining independence.

You can also ask the child to name and memorize the pictures to stimulate language and verbal memory.

In addition, to move the cards you stimulate the eye-hand coordination.

To move the ball, the child must press the arrows on the right side of the screen, thus stimulating finger motor skills.

In this game, there are several objects (the ball, the obstacles, Coco) so you also stimulate divided attention.

Moderate Down Syndrome (stage 2)

The cognitive delay is greater, and the child can learn and improve skills to a certain limit. The person will still need help in daily life but can do small jobs in a protected environment. At this stage you can use games at the medium level.

You can stimulate finger motor skills by asking the child to touch the ball with a different finger each time the ball appears, or you can alternate between right and left hands to stimulate bimanual skills.

To finish the game, you must hit ten balls, which increases the amount of time the child can and should pay attention.

Severe Down Syndrome (stage 3)

The developmental delay is significant and influences many cognitive functions. The child needs a lot of assistance and is not able to achieve independence. In this situation you can use games with easy levels.

Once the animal pairs are identified, the child uses eye-hand coordination and fine motor skills to select the correct animal and slide it into the arch.

Have them pick up the first animal with one finger and the second with another finger to stimulate fine motor skills or have them alternate hands to stimulate bimanual skills.

Finally, ask the child to name the animal to stimulate lexical access or ask the child to pick up the animal you just named to improve comprehension.

You can see if the child uses any strategies to complete the picture (do they start at the edges, or do they build on the main picture? Do they look at just the pieces or the final picture as well?).

There are many ways to complete a puzzle so you can augment the child’s mental patterns.

02.

AREAS OF FRAGILITY IN DOWN SYNDROME

A child with Down’s syndrome can have a variable cognitive delay, different difficulties at more or less severe stages. Coco can be adapted to a severe form of Down syndrome, but also to the cognitive functions you want to improve.

Cognitive disorders

Children with Down syndrome still have cognitive difficulties which may be difficulties in recognizing or classifying objects, difficulties in planning or in establishing strategies which are simple and limited. Cognitive stimulation for children with Down syndrome is possible and can help them improve their skills and enrich their strategies.

Ask them to name the animals or habitats and describe them to also work on language.

The memory game is a game known by all children and can therefore become an activity to share with friends.

Visual skills

Often children with Down syndrome also show problems in visual skills. You may see impaired visual perception, difficulty following objects or visual analysis. These skills are important to be able to act in the environment and reach a good stage of autonomy.

In addition, the action to be conducted is not always the same, so the child must change their mental scheme to act according to the stimuli present.

With these differences you stimulate the activation and inhibition of movement as the child must find the requested object quickly but carefully (if the child must look for the colour twice in a row and then must look for the shape, he must inhibit the concept of “colour” and activate the concept of “shape”).

The child must also perform visual analysis of the images and colour classification.

Motor skills

A symptom present in Down Syndrome is the presence of hypotonia, that is to say, an alteration in muscle tone. This condition influences the child’s motor skills and slows down the acquisition of different motor steps. Thanks to Coco, it is possible to stimulate motor skills with ” Coco moves “, a sporty and dynamic break to learn to know their body and their movements.

All the positions proposed work on the balance, so, to maintain the position, the child must modulate their muscular tone.

To adapt the speed of their movement, children work on the adaptation of the muscular tone which changes according to the rhythm of the music.

If you ask Coco to follow the choreography, you also stimulate body image and the perception of their body in space.

TWO-PLAYER GAMES

Children with Down syndrome are often very social and affectionate. They want to play with others and be part of a group, even if the relationship with other children is not always easy. The difference between the skills of children with Down syndrome and their peers can sometimes create a distance, but it is especially important for them to have a group of friends with whom to play and share activities. Coco offers an effective solution because the program offers games for two. Children with Down syndrome can share an activity with their friends thanks to a tool that allows everyone to play safely.

You can also ask them to imitate the animal or instrument. Being in teams can help children with Down syndrome because they are in a small group where there are fewer variables to manage. Also, as a team, they can imitate others, or they can be helped by the other children.

With this game you can create a collective and inclusive activity.

In addition, you stimulate cognitive functions such as discrimination, hearing, attention, and memory.

03.

MONITORING THE LEARNING OF CHILDREN WITH DOWN SYNDROME

The careful monitoring of the learning of children with Down syndrome makes it possible to personalize teaching methods and adapt learning objectives to their specific needs, thus promoting their overall development. Regularly assessing their progress and adjusting teaching strategies maximizes the chances of success and inclusion in the education system.

PRACTICAL STRATEGIES

It is crucial to have practical strategies in place for children with Down syndrome to facilitate their learning and development. These strategies allow them to better understand and retain information, building on their strengths and adapting teaching methods to their specific needs. Providing individualized support and promoting the use of visual aids and multisensory approaches maximizes the chances of success and builds their self–confidence. In addition, these practical strategies promote their autonomy and inclusion, helping them to fully develop in their educational and social journey.

4. Adaptation of teaching methods: Modify teaching methods by using more concrete and practical approaches, repeating instructions in a clear manner, and providing concrete examples to facilitate understanding.

5. Encourage repetition and regular practice of skills to strengthen mastery and consolidation of knowledge.

6. Foster a structured and predictable learning environment by using visual routines and schedules to help reduce anxiety and promote focus.

7. Use appropriate technological tools, such as interactive educational apps or software, to provide individualized and engaging learning activities.

8. Promote active participation by encouraging children to ask questions, express their ideas and participate in group discussions.

9. Provide positive reinforcement and rewards to encourage progress and maintain motivation, using reward systems tailored to each child‘s interests and needs.

10. Provide individual support by identifying each child‘s specific needs and tailoring activities and resources accordingly.

04.

THE BENEFITS OF A SPORTS BREAK FOR CHILDREN WITH DOWN SYNDROME

A sports break for children with Down syndrome provides physical benefits by improving their cardiovascular health, motor coordination, and muscle tone, while promoting their emotional well–being and self–esteem through social interaction and inclusion in recreational activities.

THE BENEFITS OF A SPORTS BREAK

Participation in sports activities helps develop social skills, such as teamwork and communication, and provides a valuable opportunity for integration into the community, strengthening their sense of belonging and self–confidence.

In the Coco app, every 15 minutes of screen use, the app stops and offers a dynamic pause.

These sports activities also provide children with Down syndrome with opportunities to improve their self–esteem and self–confidence. By overcoming physical challenges and achieving personal goals, they strengthen their sense of accomplishment and learn how to better manage frustrations and failures, skills that are important in their daily lives. In addition, sport helps to stimulate concentration and attention. By integrating sport into the school setting, we create an environment conducive to the development of all children, including those living with Down syndrome, thus promoting their social integration and academic success.