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Ce qui compte davantage, c'est la progression : l'enfant continue-t-il d'acqu\u00e9rir de nouveaux gestes, m\u00eame lentement ? Le suivi r\u00e9gulier par le kin\u00e9sith\u00e9rapeute, le psychomotricien et le m\u00e9decin permet de situer votre enfant sur son propre chemin. En cas de doute, ou si vous observez une stagnation ou une r\u00e9gression, parlez-en \u00e0 l'\u00e9quipe qui le suit plut\u00f4t que de comparer aux autres enfants.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Faut-il forcer un enfant qui refuse de bouger ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Non, forcer est presque toujours contre-productif : cela installe la peur et le refus, et ab\u00eeme le plaisir du mouvement, qui est le vrai moteur des progr\u00e8s. Mieux vaut cr\u00e9er l'envie \u2014 placer un jouet \u00e0 attraper, transformer l'effort en jeu, proposer un choix entre deux activit\u00e9s acceptables \u2014 et r\u00e9duire l'exigence d'un cran pour garantir la r\u00e9ussite. Un refus signale souvent la fatigue, la peur d'\u00e9chouer ou une activit\u00e9 mal adapt\u00e9e. On respecte ce signal, on change la forme, on raccourcit ; et l'on s'arr\u00eate toujours sur une r\u00e9ussite plut\u00f4t que sur des pleurs.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"\u00c0 quel \u00e2ge commencer la kin\u00e9sith\u00e9rapie ou la psychomotricit\u00e9 ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"C'est une d\u00e9cision m\u00e9dicale, qui se prend avec l'\u00e9quipe qui suit l'enfant ; un accompagnement pr\u00e9coce est souvent propos\u00e9. Le r\u00f4le du kin\u00e9sith\u00e9rapeute et du psychomotricien est d'\u00e9valuer le tonus, l'\u00e9quilibre et les articulations, puis d'indiquer quelles positions et quels gestes encourager selon l'\u00e9tape en cours. \u00c0 la maison, votre mission n'est pas de mener des s\u00e9ances techniques, mais d'appliquer leurs consignes et de glisser du mouvement dans le jeu quotidien. Posez-leur vos questions concr\u00e8tes : fr\u00e9quence, gestes utiles, activit\u00e9s \u00e0 \u00e9viter. Ce sont eux qui adaptent le programme \u00e0 votre enfant.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Les jeux moteurs comme les cabrioles ou les roulades sont-ils sans danger ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Certaines activit\u00e9s qui sollicitent fortement le cou m\u00e9ritent la prudence : la trisomie 21 s'accompagne parfois d'une particularit\u00e9 du haut de la colonne cervicale (instabilit\u00e9 atlanto-axiale) qui doit \u00eatre \u00e9valu\u00e9e par un m\u00e9decin. Avant d'autoriser roulades, sauts p\u00e9rilleux, trampoline ou certains sports, demandez l'avis de l'\u00e9quipe m\u00e9dicale qui suit votre enfant : elle vous dira ce qui est adapt\u00e9 \u00e0 sa situation. Cela ne signifie pas priver l'enfant d'activit\u00e9 physique, au contraire : bouger est essentiel. Il s'agit simplement de choisir les activit\u00e9s avec le professionnel, et de signaler toute raideur ou g\u00eane nouvelle du cou.\"\n          }\n        },\n        {\n          \"@type\": \"Question\",\n          \"name\": \"Comment savoir si une nouvelle difficult\u00e9 motrice doit amener \u00e0 consulter ?\",\n          \"acceptedAnswer\": {\n            \"@type\": \"Answer\",\n            \"text\": \"Signalez rapidement toute r\u00e9gression \u2014 l'enfant perd un geste qu'il ma\u00eetrisait \u2014, une fatigue \u00e0 la marche qui s'aggrave brutalement, une raideur ou une g\u00eane nouvelle du cou, une boiterie, ou un changement inexpliqu\u00e9 de la d\u00e9marche. D\u00e9crivez pr\u00e9cis\u00e9ment la sc\u00e8ne observ\u00e9e au m\u00e9decin, au kin\u00e9sith\u00e9rapeute ou au psychomotricien : le d\u00e9tail concret aide bien plus qu'un \u00ab il r\u00e9gresse \u00bb. En cas de chute avec perte de connaissance ou de signe neurologique brutal, contactez les services d'urgence de votre pays. Entre deux bilans, mieux vaut poser une question de trop que de laisser passer un signe.\"\n          }\n        }\n      ]\n    }\n  ]\n}\n<\/script><\/p>\n<div class=\"dbi-art-1e335b\"><!--\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\nDYNSEO \u2014 GABARIT ARTICLE SEO\/GEO  \u00b7  v1.0\nNe pas modifier les noms de classes : le script generer-articles.py\net tous les articles d\u00e9j\u00e0 publi\u00e9s en d\u00e9pendent.\n\nLe script generer-articles.py injecte, dans l'ordre : le header color\u00e9,\nl'encadr\u00e9 formation ou outil, le corps r\u00e9dig\u00e9, puis les donn\u00e9es structur\u00e9es.\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\n--><\/p>\n<div class=\"dyn-article\">\n<header class=\"dyn-pagehead dyn-pagehead--jaune\">\n  <span class=\"dyn-pagehead__cat\">Families &amp; caregivers \u00b7 Down syndrome<\/span><\/p>\n<h1>Understanding and stimulating motor development in Down syndrome: 10 difficult everyday situations and how to respond<\/h1>\n<pee class=\"dyn-pagehead__lead\">Getting up from the mat, holding a spoon to the mouth, stepping over a threshold, standing still while putting on a coat: these are tiny gestures, yet they organize the days. <strong>Understanding and stimulating motor development in Down syndrome<\/strong> rarely happens in large technical sessions: it takes place in these dozens of small everyday scenes where one wonders, in the moment, what to do \u2014 should we help, wait, insist, let go?<\/pee>\n<ul class=\"dyn-pagehead__meta\">\n<li>\u23f1\ufe0f 19 min read<\/li>\n<li>\ud83d\udc65 For families and caregivers<\/li>\n<li>\ud83d\udd04 Updated in July 2026<\/li>\n<\/ul>\n<\/header>\n<section class=\"dynen dynen-inarticle\" data-dynen=\"inarticle\"><pee class=\"dynen-h\">In this article<\/pee><pee class=\"dynen-sub\">The associated training<\/pee><a class=\"dynen-form\" href=\"https:\/\/www.dynseo.com\/en\/courses\/comprendre-et-stimuler-le-developpement-moteur-en-trisomie-21-en\/\"><\/p>\n<div class=\"dynen-form__img\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/11\/Comprendre-et-stimuler-le-developpement-moteur-en-trisomie-21.png\" alt=\"\" loading=\"lazy\"><\/div>\n<div class=\"dynen-form__body\"><span class=\"dynen-tag dynen-tag--quali\">Qualiopi Training<\/span><b>Understanding and stimulating motor development in Down syndrome<\/b><span class=\"dynen-go\">Discover the training \u2192<\/span><\/div>\n<p><\/a><pee class=\"dynen-sub\">The cited resources<\/pee>\n<div class=\"dynen-grid dynen-grid--ico\"><a class=\"dynen-ico dynen-dom--autonomie\" href=\"https:\/\/www.dynseo.com\/en\/our-tools\/choice-wheel-dynseo-training-tools\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/roue-des-choix.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Choice Wheel &#8211; DYNSEO Training Tools<\/b><span class=\"dynen-go\">Discover \u2192<\/span><\/a><\/div>\n<pee class=\"dynen-sub\">Printable notebooks \u2014 SCARLETT Collection<\/pee>\n<div class=\"dynen-covers\"><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_01_berlin-von-frueher_CARREE.png\" alt=\"\" loading=\"lazy\"><span>Berlin from the past<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_02_der-schwarzwald_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The Black Forest<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_03_die-nord-und-ostseekueste_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The North and Baltic Sea Coast<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_04_die-alpen_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The Alps<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_06_die-50er-und-60er-jahre_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The 50s and 60s<\/span><\/a><a class=\"dynen-cover dynen-cover--more\" href=\"https:\/\/www.dynseo.com\/en\/scarlettsnotebooks\/\"><span>See the SCARLETT collection \u2192<\/span><\/a><\/div>\n<\/section>\n<aside class=\"dyn-hero\" aria-label=\"Training presented in this article\">\n<div class=\"dyn-hero__grid\">\n<div class=\"dyn-hero__media\"><a href=\"https:\/\/www.dynseo.com\/en\/courses\/comprendre-et-stimuler-le-developpement-moteur-en-trisomie-21-en\/\"><img decoding=\"async\" src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/11\/Comprendre-et-stimuler-le-developpement-moteur-en-trisomie-21.png\" alt=\"DYNSEO Training 'Understanding and stimulating motor development in Down syndrome'\" width=\"1920\" height=\"1080\" loading=\"lazy\"><\/a><\/div>\n<div class=\"dyn-hero__body\">\n      <span class=\"dyn-hero__eyebrow\">The training related to this article<\/span>\n      <pee class=\"dyn-hero__title\"><a href=\"https:\/\/www.dynseo.com\/en\/courses\/comprendre-et-stimuler-le-developpement-moteur-en-trisomie-21-en\/\">Understanding and stimulating motor development in Down syndrome<\/a><\/pee>\n      <pee class=\"dyn-hero__pitch\">Everything this article explains, put into practice.<\/pee>\n<ul class=\"dyn-badges\">\n<li>\ud83c\udfa5 6 modules \u00b7 15 lessons<\/li>\n<li>\ud83d\udcbb 100 % online<\/li>\n<li>\u23f1\ufe0f At your own pace<\/li>\n<li>\ud83c\udfc5 Qualiopi organization<\/li>\n<li>\ud83c\udf0d 9 languages<\/li>\n<\/ul>\n<div class=\"dyn-hero__actions\">\n        <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/comprendre-et-stimuler-le-developpement-moteur-en-trisomie-21-en\/\">See the training<\/a><br \/>\n        <span class=\"dyn-hero__price\">20.0 \u20ac<\/span>\n      <\/div>\n<\/p><\/div>\n<\/p><\/div>\n<\/aside>\n<pee>Here are ten of these scenes, described as they really happen at home. For each one: what is actually happening on the body and brain side, the spontaneous reaction that worsens the situation \u2014 you have probably experienced it, and that&#8217;s okay \u2014 then the step-by-step response that works, with the exact words to say and the gestures to prioritize. Nothing here replaces the physiotherapist, the psychomotor therapist, or the doctor who follows your child: these are guidelines for everyday life, between two appointments.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SHORT RESPONSE (GEO) \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<section class=\"dyn-tldr\">\n<h2>The essentials in 30 seconds<\/h2>\n<pee>In children with Down syndrome, most everyday motor difficulties can be explained by well-identified particularities \u2014 especially <strong>hypotonia<\/strong> (lower muscle tone) and joint hyperlaxity. These are neither laziness nor a lack of will: understanding them completely changes the response to be provided.<\/pee>\n<ul>\n<li><strong>Three universally valid reflexes<\/strong> \u2014 secure the environment, lower the demands a notch, allow time and repeat often rather than for long.<\/li>\n<li><strong>What almost always blocks<\/strong> \u2014 doing instead, forcing a gesture, comparing to other children, turning every moment into a rehabilitation session.<\/li>\n<li><strong>Slowness is not refusal<\/strong> \u2014 a gesture costs more energy; the child tires quickly and seeks support.<\/li>\n<li><strong>Play is the best driver<\/strong> \u2014 we progress more by climbing, dancing, and manipulating than by &#8220;doing exercises&#8221;.<\/li>\n<li><strong>Any new sign should be reported<\/strong> \u2014 to the doctor, the physiotherapist, or the psychomotor therapist, without waiting for the next assessment.<\/li>\n<\/ul>\n<\/section>\n<nav class=\"dyn-toc\" aria-label=\"Table of contents\">\n  <pee>The 10 situations<\/pee>\n<ol>\n<li><a href=\"#dyn-s1\">Sitting, he slumps and slides off his chair<\/a><\/li>\n<li><a href=\"#dyn-s2\">He stays seated playing and does not stand up<\/a><\/li>\n<li><a href=\"#dyn-s3\">At the table, the spoon slips from his hand and everything falls<\/a><\/li>\n<li><a href=\"#dyn-s4\">He always sits in a &#8220;W&#8221; position, legs back<\/a><\/li>\n<li><a href=\"#dyn-s5\">He often falls, bumps into things, we no longer dare to let him go<\/a><\/li>\n<li><a href=\"#dyn-s6\">Exercises at home turn into conflict<\/a><\/li>\n<li><a href=\"#dyn-s7\">He cannot button, close, hold a pencil<\/a><\/li>\n<li><a href=\"#dyn-s8\">On the stairs, he does not place his feet properly<\/a><\/li>\n<li><a href=\"#dyn-s9\">On walks, he tires quickly and asks for the stroller<\/a><\/li>\n<li><a href=\"#dyn-s10\">At the park, he stays away from the games<\/a><\/li>\n<li><a href=\"#dyn-recap\">The summary table<\/a><\/li>\n<li><a href=\"#dyn-faq\">Frequently asked questions<\/a><\/li>\n<\/ol>\n<\/nav>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 1 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s1\">1. Sitting, he slumps and slides off his chair<\/h2>\n<pee><em>8 a.m., breakfast. You sit him up straight in his chair. Two minutes later, he has slid down, his back rounded, his chin almost in the bowl, one leg folded under him. You straighten him up; he falls back down. You end up sighing: \u201csit up properly.\u201d<\/em><\/pee>\n<pee>What\u2019s happening: hypotonia \u2014 a lower baseline muscle tone \u2014 is one of the most consistent characteristics of Down syndrome. Keeping the trunk upright requires constant muscular effort that the child cannot maintain for long. He is not slouching out of indiscipline: he is seeking support to compensate for a back that tires quickly. Poor seating then perpetuates the cycle, as a poorly positioned body works even harder.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Adjust the seating before correcting the child.<\/strong> Feet should be flat on a stable support \u2014 a footrest, a box \u2014 and not dangling in the air. A well-positioned pelvis at the back of the seat changes everything.<\/li>\n<li><strong>Look for the \u201c90-90-90\u201d.<\/strong> Hips, knees, and ankles around a right angle: this is the position that requires the least effort from the trunk. The physiotherapist or occupational therapist can check the precise adjustment of the seat.<\/li>\n<li><strong>Turn the instruction into a short game.<\/strong> \u201cShall we do the big one?\u201d while tapping the top of the back provides a bodily reference, where \u201csit up straight\u201d remains an abstraction.<\/li>\n<li><strong>Alternate positions.<\/strong> Don\u2019t demand perfect seating throughout the meal: a few minutes of good posture, then allow for some support. It\u2019s repetition that builds tone, not prolonged holding.<\/li>\n<\/ol>\n<pee><strong>\u274c To avoid:<\/strong> repeating \u201csit up straight\u201d without changing the setup, letting feet dangle in the air, or placing the child in a seat that is too big \u201cso he can grow into it.\u201d<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 2 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s2\">2. He stays seated playing and doesn\u2019t stand up<\/h2>\n<pee><em>Cousins of the same age are running around. He stays seated on the mat, very busy with his blocks, perfectly happy. You stand him up against the sofa; he immediately sits back down. A little inner voice whispers: \u201che makes no effort to move forward.\u201d<\/em><\/pee>\n<pee>What\u2019s happening: motor milestones \u2014 sitting up, standing up, walking \u2014 occur on average later in children with Down syndrome, with significant variations from one child to another. Becoming vertical requires strength, balance, and confidence, three costly things when tone is low and joints are flexible. Staying seated is not giving up: it\u2019s the very logical choice of the position where he best controls his body.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Create desire rather than obligation.<\/strong> Place the coveted toy a little higher, on the edge of the sofa: the desire to grab it generates the movement much better than an imposed standing up.<\/li>\n<li><strong>Provide stable supports.<\/strong> A solid coffee table, a heavy piece of furniture: the child pulls himself up and moves along the support at his own pace. Secure the corners and remove anything that tips over.<\/li>\n<li><strong>Count small victories.<\/strong> Standing for three seconds longer than yesterday is real progress. Track these advancements, for example with an <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-routines-illustrees\/\">illustrated routine chart<\/a> that makes the path visible.<\/li>\n<li><strong>Let the professional guide the progression.<\/strong> The physiotherapist or psychomotor therapist indicates which positions to encourage and which to avoid according to the current stage: follow their instructions rather than inventing exercises.<\/li>\n<\/ol>\n<pee><strong>\u274c \u00c0 \u00e9viter&nbsp;:<\/strong> comparer \u00e0 voix haute avec les autres enfants, forcer la station debout en le maintenant de force, ou utiliser un trotteur suspendu sans l&#8217;avis du professionnel qui suit l&#8217;enfant.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 3 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s3\">3. \u00c0 table, la cuill\u00e8re lui \u00e9chappe et tout tombe<\/h2>\n<pee><em>Repas du soir. Il plonge la cuill\u00e8re dans la compote, la porte vers la bouche&nbsp;: \u00e0 mi-chemin, le poignet tourne, la cuill\u00e8re se vide sur le bavoir. Trois tentatives, trois \u00e9checs. Vous n&#8217;y tenez plus, vous prenez la cuill\u00e8re&nbsp;: \u00ab&nbsp;laisse, je vais le faire&nbsp;\u00bb.<\/em><\/pee>\n<pee>Ce qui se joue&nbsp;: la motricit\u00e9 fine repose sur la stabilit\u00e9 de l&#8217;\u00e9paule et du poignet, plus difficile \u00e0 obtenir quand le tonus est bas et les articulations l\u00e2ches. Tenir un ustensile, doser la force, orienter le poignet&nbsp;: c&#8217;est une coordination complexe qui s&#8217;acquiert par la r\u00e9p\u00e9tition. Chaque fois que vous prenez la cuill\u00e8re \u00e0 sa place, le geste r\u00e9ussit \u2014 mais l&#8217;enfant, lui, ne s&#8217;entra\u00eene pas.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Adaptez l&#8217;ustensile.<\/strong> Manche \u00e9pais, cuill\u00e8re un peu creuse, bol \u00e0 bord relev\u00e9 et \u00e0 fond antid\u00e9rapant&nbsp;: le mat\u00e9riel bien choisi transforme un \u00e9chec en r\u00e9ussite. L&#8217;ergoth\u00e9rapeute peut conseiller le mod\u00e8le adapt\u00e9.<\/li>\n<li><strong>Choisissez des textures qui pardonnent.<\/strong> Une pur\u00e9e \u00e9paisse ou une compote tient mieux sur la cuill\u00e8re qu&#8217;un aliment liquide. On garde ces textures pour les moments d&#8217;apprentissage, sans jamais imposer une consistance d\u00e9cid\u00e9e seul&nbsp;: le suivi de l&#8217;alimentation rel\u00e8ve de l&#8217;\u00e9quipe qui conna\u00eet l&#8217;enfant.<\/li>\n<li><strong>Accompagnez la main sans la remplacer.<\/strong> Posez votre main sur la sienne pour guider le trajet, puis rel\u00e2chez d\u00e8s que le geste part. On aide au d\u00e9marrage, pas jusqu&#8217;\u00e0 la bouche.<\/li>\n<li><strong>F\u00eatez chaque cuill\u00e8re arriv\u00e9e.<\/strong> \u00ab&nbsp;Tu l&#8217;as fait tout seul&nbsp;!&nbsp;\u00bb Le plaisir de r\u00e9ussir est le meilleur moteur pour recommencer.<\/li>\n<\/ol>\n<pee><strong>\u274c \u00c0 \u00e9viter&nbsp;:<\/strong> reprendre l&#8217;ustensile au premier ratage, essuyer la bouche \u00e0 chaque bouch\u00e9e, ou attendre un repas \u00ab&nbsp;propre&nbsp;\u00bb&nbsp;: \u00e0 cet \u00e2ge, le d\u00e9sordre fait partie de l&#8217;apprentissage.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 4 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s4\">4. Il s&#8217;assoit toujours en \u00ab&nbsp;W&nbsp;\u00bb, jambes en arri\u00e8re<\/h2>\n<pee><em>Il joue par terre, tr\u00e8s concentr\u00e9. Ses jambes forment un W&nbsp;: les fesses au sol, les genoux devant, les pieds \u00e9cart\u00e9s vers l&#8217;arri\u00e8re. Cette position semble le stabiliser parfaitement. Un jour, \u00e0 la cr\u00e8che, on vous dit&nbsp;: \u00ab&nbsp;il ne faudrait pas qu&#8217;il s&#8217;assoie comme \u00e7a&nbsp;\u00bb.<\/em><\/pee>\n<pee>Ce qui se joue&nbsp;: l&#8217;assise en W offre une base tr\u00e8s large, donc tr\u00e8s stable \u2014 un vrai soulagement pour un enfant hypotonique qui doit fournir peu d&#8217;effort de tronc dans cette position. C&#8217;est justement pour cela qu&#8217;il l&#8217;adopte spontan\u00e9ment. L&#8217;inconv\u00e9nient est qu&#8217;elle sollicite beaucoup les hanches et les genoux, d\u00e9j\u00e0 souples, et qu&#8217;elle limite les rotations du buste utiles au jeu et \u00e0 l&#8217;\u00e9quilibre. La question de la corriger \u2014 et comment \u2014 rel\u00e8ve du professionnel.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Proposez une alternative, ne r\u00e9primandez pas.<\/strong> Sans commentaire, replacez doucement les jambes devant, en tailleur ou allong\u00e9es de c\u00f4t\u00e9. On remplace une habitude, on ne punit pas une position.<\/li>\n<li><strong>Rendez les autres assises confortables.<\/strong> Un petit banc, un pouf ferme, un dossier&nbsp;: si l&#8217;enfant a un appui, il n&#8217;a plus besoin de la base large du W.<\/li>\n<li><strong>Jouez sur les c\u00f4t\u00e9s.<\/strong> Placez les jouets l\u00e9g\u00e8rement \u00e0 droite puis \u00e0 gauche pour l&#8217;inciter \u00e0 tourner le buste et \u00e0 s&#8217;appuyer sur une main&nbsp;: ces rotations construisent l&#8217;\u00e9quilibre.<\/li>\n<li><strong>Suivez la consigne de l&#8217;\u00e9quipe.<\/strong> Kin\u00e9sith\u00e9rapeute et psychomotricien \u00e9valuent l&#8217;articulation et vous disent pr\u00e9cis\u00e9ment quoi encourager. Appliquez leur rep\u00e8re plut\u00f4t qu&#8217;une r\u00e8gle g\u00e9n\u00e9rale lue quelque part.<\/li>\n<\/ol>\n<pee><strong>\u274c To avoid&nbsp;:<\/strong> scolding the child every time, deciding alone that it is \u201c&nbsp;forbidden&nbsp;\u201d, or on the contrary, changing nothing while thinking that \u201c&nbsp;this is how it is good&nbsp;\u201d.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 5 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s5\">5. He falls often, bumps into things, we no longer dare to let him go<\/h2>\n<pee><em>He has been walking for a short time. In the living room, he takes off, wobbles, catches himself, then falls on his bottom \u2014 or worse, forward, forehead against the furniture. The heart tightens every time. You end up following him step by step, hands outstretched, ready to catch him at all times.<\/em><\/pee>\n<pee>What is at stake&nbsp;: balance requires quick muscle reactions to catch the body that is tipping. With lower tone and flexible ankles, these reactions are slower and falls are more frequent. Falling is part of learning to walk&nbsp;: it is by rebalancing that the body learns. But if you catch the child at every wobble, he never develops these reflexes \u2014 and he loses confidence.<\/pee>\n<pee>There is also your own fear, perfectly legitimate. A child reads a parent&#8217;s worry very well&nbsp;: a tense face and always outstretched arms send him the message that he is in danger, and this anticipation makes him tense in turn. Learning to contain your own alarm \u2014 without letting go of vigilance \u2014 is part of the support. We breathe, we remain calm on the surface, we let the child&#8217;s body do its work on the small imbalances.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Secure the space rather than the child.<\/strong> Protected furniture corners, rugs on the floor, tipping objects stored&nbsp;: a safe environment allows you to let go of the hand a little without danger.<\/li>\n<li><strong>Stay close without holding on all the time.<\/strong> Accompany with a step back, ready to intervene in case of a real fall, but let the body catch itself on small imbalances.<\/li>\n<li><strong>De-dramatize the fall without support.<\/strong> A \u201c&nbsp;hop, let&#8217;s get up&nbsp;!&nbsp;\u201d calmly is better than a scream of fright that instills fear. Your tone builds his confidence.<\/li>\n<li><strong>Pay attention to shoes and feet.<\/strong> Good footwear supports the ankle&nbsp;; ask for advice from the professional who follows the child rather than choosing alone.<\/li>\n<\/ol>\n<pee><strong>\u274c To avoid&nbsp;:<\/strong> walking with both hands under the armpits all the time, jumping at every loss of balance, or giving up slightly varied surfaces (grass, thick carpets) which also help with balance.<\/pee>\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f Certain signs require talking to the doctor before insisting<\/strong>\n  <pee>A new stiffness of the neck, unusual discomfort in turning the head, fatigue while walking that suddenly worsens, regression (the child loses a skill he had mastered), unexplained gait disturbances&nbsp;: these are reasons to consult without waiting for the next assessment. Down syndrome is sometimes accompanied by cervical spine peculiarities (atlanto-axial instability) that must be evaluated by a doctor before certain physical activities. In case of a fall with loss of consciousness or sudden neurological signs, contact the emergency services in your country.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA MILIEU \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<div class=\"dyn-cta\">\n<h3>Understanding the \u201c&nbsp;why&nbsp;\u201d of each gesture, step by step<\/h3>\n<pee>The DYNSEO training \u201c&nbsp;Understanding and stimulating motor development in Down syndrome&nbsp;\u201d addresses these situations one by one&nbsp;: identifying hypotonia, adapting the environment, encouraging without forcing, working with professionals. 15 short lessons, 100&nbsp;% online, at your own pace.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/comprendre-et-stimuler-le-developpement-moteur-en-trisomie-21-en\/\">Discover the training \u2014 20&nbsp;\u20ac<\/a>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 6 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s6\">6. Exercises at home turn into conflict<\/h2>\n<pee><em>The physiotherapist showed two movements to repeat every day. In the first week, the child follows. In the third week, as soon as he sees you take out the mat, he runs away, stiffens, cries. You hear yourself insisting: \u201cCome on, just one more time, otherwise you won&#8217;t progress.\u201d<\/em><\/pee>\n<pee>What\u2019s happening: a repeated exercise becomes quickly tedious for a young child, especially if it touches on a difficulty. The body remembers the effort and the boredom, and it anticipates. The refusal is not free opposition: it\u2019s a sign that the form needs to change, not the frequency. For the child, movement is learned through play much more than by \u201cdoing the exercises.\u201d<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Hide the exercise in the game.<\/strong> The work on support is integrated into a cushion course; grasping, into a pouring game; balance, into a dance. The targeted movement remains the same, the label \u201crehabilitation\u201d disappears.<\/li>\n<li><strong>Shorten and repeat.<\/strong> Three times two minutes during the day is better than a long session endured. Always stop on a success, never on a cry.<\/li>\n<li><strong>Give a choice, not an exit.<\/strong> \u201cShall we start with the frogs or the tunnel?\u201d \u2014 offering two acceptable options avoids a standoff. A <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/choice-wheel-dynseo-training-tools\/\">wheel of choices<\/a> makes this concrete and fun.<\/li>\n<li><strong>Rely on playful supports.<\/strong> Educational game applications like <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a>, designed for children, combine motor challenges and attention; the child moves while playing, without experiencing the exercise as a constraint.<\/li>\n<\/ol>\n<pee><strong>\u274c To avoid:<\/strong> alarming predictions about the future, the imposed session when the child is tired, and the full-time rehabilitation role \u2014 you are first and foremost their parent, the relationship comes before performance.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 7 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s7\">7. He can&#8217;t button, close, hold a pencil<\/h2>\n<pee><em>The morning is pressing. He wants to close his coat by himself, struggles with the zipper, can&#8217;t do it, gets frustrated. You are already late. You close it for him, quickly; he stiffens and refuses to move forward. The morning is starting off badly.<\/em><\/pee>\n<pee>What\u2019s happening: buttoning, pulling up a zipper, holding a pencil require fine motor skills and coordination of both hands, which are slower to develop when hand tone is low. The will is there \u2014 the child wants to do it alone \u2014 but the gesture is not yet following. Doing it for him solves the morning delay, but confirms to the child that he can&#8217;t do it.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Separate learning from urgency.<\/strong> Practice on the weekend, without a watch: that\u2019s when he learns. A rushed morning is not the time for autonomy.<\/li>\n<li><strong>Break down the gesture.<\/strong> You engage the button, he pushes it; you fit the zipper, he pulls. Let the child have the last step, the most rewarding, then gradually work back to the beginning.<\/li>\n<li><strong>Facilitate with appropriate materials.<\/strong> Bigger buttons, ring pulls, Velcro to start: succeed first, then complicate. The occupational therapist recommends useful adaptations.<\/li>\n<li><strong>Strengthen hands through play.<\/strong> Modeling clay, clothespins, stickers, threading beads work fine motor skills much better than a repeated dressing exercise; and the child enjoys it.<\/li>\n<\/ol>\n<pee><strong>\u274c To avoid:<\/strong> doing it for him at the first blockage, sighing or showing your annoyance, and introducing writing or the pencil too early: the grip is first built through play.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 8 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s8\">8. On the stairs, he doesn&#8217;t place his feet well<\/h2>\n<pee><em>You come home, bag in one hand, child in the other. In front of the stairs, he wants to go up by himself. He places both feet on the same step, grips the railing that is too high for him, hesitates, wobbles. You hold your breath at each step.<\/em><\/pee>\n<pee>What is at stake: going up and down stairs requires putting all the body&#8217;s weight on one leg, while lifting the other. It&#8217;s a major challenge of balance and strength for a hypotonic child; placing both feet on each step is a logical and safe strategy, not a delay to be forcibly corrected. The alternation of feet will come later, with motor maturity.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Adapt the grip.<\/strong> A railing at his height, or your hand as a support point, secures the ascent. We go up behind the child, we go down in front of him: this way we are always on the side of the fall.<\/li>\n<li><strong>Accept the &#8220;two feet per step&#8221;.<\/strong> It&#8217;s a normal stage. We do not impose the alternation: we let it appear when balance allows.<\/li>\n<li><strong>Practice on a single step.<\/strong> Going up and down a small step, a threshold, a low curb, while playing: we repeat the gesture in a safe context before the complete staircase.<\/li>\n<li><strong>Verbalize the movement.<\/strong> \u201cOne foot\u2026 the other foot\u2026 we hold the railing\u201d: naming each step helps the child organize his movement and reassure himself.<\/li>\n<\/ol>\n<pee><strong>\u274c To avoid:<\/strong> leaving the child alone on the stairs &#8220;to let him learn&#8221;, rushing him down (the most unstable moment), or carrying him all the time to go faster \u2014 the stairs are excellent training when secured.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 9 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s9\">9. On a walk, he gets tired quickly and asks for the stroller<\/h2>\n<pee><em>You set off on foot for a little outing. After a hundred meters, he slows down, sits on the sidewalk, stretches out his arms: \u201ccarry, carry.\u201d You thought you would walk to the park. You hesitate between carrying him, getting the stroller out, or insisting that he continues.<\/em><\/pee>\n<pee>What is at stake: walking costs more energy when each step requires extra muscle work to stabilize the body. Fatigue is real; the request to be carried is not a whim, but often a true signal of exhaustion. At the same time, carrying him all the time deprives the child of valuable training. The whole challenge is to find the right balance: walk a little, often, without going to the point of exhaustion that discourages.<\/pee>\n<pee>A simple marker helps distinguish true exhaustion from mere desire for comfort: observe the quality of the walk, not just the complaints. A child who maintains a steady gait but asks to be carried is mainly seeking comfort; a child whose feet drag, who stumbles, whose torso slumps, is truly at the end of his resources. In the first case, we reignite the game and move forward a little more; in the second, we carry without hesitation. It is by observing your child, day after day, that you refine this marker.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Set short and visible goals.<\/strong> \u201cWe walk to the red bench\u201d: a reachable and concrete goal motivates more than an abstract distance. Then we congratulate the arrival.<\/li>\n<li><strong>Alternate walking and resting.<\/strong> Bring the stroller as a relay, not as the only means: we walk a section, we rest, we go again. The journey becomes a succession of small successes.<\/li>\n<li><strong>Make walking fun.<\/strong> Count the steps, follow the lines of the sidewalk, take \u201cgiant steps\u201d: play shifts the focus from effort to pleasure.<\/li>\n<li><strong>Respect true exhaustion.<\/strong> A child who slumps, drags his feet, or gets upset is at the end of his strength: we then carry him without guilt. Insisting teaches nothing, it discourages walking.<\/li>\n<\/ol>\n<pee><strong>\u274c To avoid&nbsp;:<\/strong> completely remove the stroller all at once \u201c&nbsp;to force him&nbsp;\u201d, push a truly exhausted child, or on the contrary, do everything in the stroller for convenience and deprive him of training.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 10 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-s10\">10. At the park, he stays away from the games<\/h2>\n<pee><em>The other children climb the slide, scale the structure, hang on. He stays close to you, in the sandbox, away from the motor games. You would like him to join in, you encourage him a bit&nbsp;: \u201c&nbsp;go play with the others&nbsp;\u201d. He comes back to stick to you.<\/em><\/pee>\n<pee>What is happening&nbsp;: climbing and hanging require strength, balance, and confidence \u2014 precisely the most costly areas. The child feels he is less capable&nbsp;: staying back protects him from public failure. It is not a lack of desire to play, but a perfectly understandable caution. Forcing him in front of the other children increases his fear instead of calming it.<\/pee>\n<ol class=\"dyn-steps\">\n<li><strong>Start small and away from the crowd.<\/strong> A game within his reach, at a calm moment in the park, without an audience&nbsp;: the first step of the slide with your hand, and then we go back down. We build confidence away from the eyes.<\/li>\n<li><strong>Support the body, not just the words.<\/strong> Climb with him, hold him at the start, gradually let go. Feeling your physical presence reassures more than \u201c&nbsp;don&#8217;t be afraid&nbsp;\u201d.<\/li>\n<li><strong>Value every attempt, even tiny.<\/strong> \u201c&nbsp;You climbed the first step, well done&nbsp;!&nbsp;\u201d The proud look of the parent matters more than the height reached.<\/li>\n<li><strong>Look for suitable structures.<\/strong> Some parks offer low-height games, more accessible. We first choose what guarantees success, and then we dare to go higher.<\/li>\n<\/ol>\n<pee><strong>\u274c To avoid&nbsp;:<\/strong> pushing the child towards the games in front of others, comparing (\u201c&nbsp;look how they do it, they&nbsp;\u201d), or giving up outings to the park&nbsp;: it is an irreplaceable training ground, as long as we go at his pace.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 R\u00c9CAPITULATIF \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-recap\">The summary table<\/h2>\n<pee>To print and keep handy in the first weeks&nbsp;: it is in the moment, when everything goes fast, that we forget what we understood in calm.<\/pee>\n<div class=\"dyn-tablewrap\">\n<table>\n<thead>\n<tr>\n<th>Situation<\/th>\n<th>\u2705 The reflex to have<\/th>\n<th>\u274c To avoid<\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>He slips from his chair<\/td>\n<td>Adjust the seat, feet flat, before correcting<\/td>\n<td>Repeating \u201c&nbsp;sit up straight&nbsp;\u201d, feet in the void<\/td>\n<\/tr>\n<tr>\n<td>He does not stand up<\/td>\n<td>Create desire, offer stable supports<\/td>\n<td>Forcing standing, comparing to others<\/td>\n<\/tr>\n<tr>\n<td>The spoon slips from his hand<\/td>\n<td>Appropriate utensil, guide then let go of the hand<\/td>\n<td>Taking the spoon back at the first failure<\/td>\n<\/tr>\n<tr>\n<td>Sitting in \u201c&nbsp;W&nbsp;\u201d<\/td>\n<td>Offer an alternative, follow the physiotherapist&#8217;s advice<\/td>\n<td>Scolding, or changing nothing at all<\/td>\n<\/tr>\n<tr>\n<td>He falls often<\/td>\n<td>Secure the space, stay close without holding<\/td>\n<td>Walking with hands under the arms all the time<\/td>\n<\/tr>\n<tr>\n<td>Refusal of exercises<\/td>\n<td>Hide the exercise in play, shorten<\/td>\n<td>Imposed session, worrying predictions<\/td>\n<\/tr>\n<tr>\n<td>Buttons and fasteners<\/td>\n<td>Break down the action, practice outside of urgency<\/td>\n<td>Doing it for him, sighing<\/td>\n<\/tr>\n<tr>\n<td>Stairs<\/td>\n<td>Ramp at his height, accept \u201c&nbsp;two feet per step&nbsp;\u201d<\/td>\n<td>Leaving him alone, rushing the descent<\/td>\n<\/tr>\n<tr>\n<td>Fatigue on walks<\/td>\n<td>Short goals, alternate walking and resting<\/td>\n<td>Removing the stroller all at once, forcing<\/td>\n<\/tr>\n<tr>\n<td>Staying back at the park<\/td>\n<td>Start small and away from the crowd, value every attempt<\/td>\n<td>Pushing in front of others, comparing<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 The principle that applies to all ten<\/strong>\n  <pee>Before reacting, ask yourself a single question&nbsp;: <em>does the difficulty come from the body, and not from the will&nbsp;?<\/em> In the vast majority of cases, yes. A response that adapts the environment and reduces the requirement a notch \u2014 rather than a response that pushes, corrects, or compares \u2014 defuses the situation and helps the child progress. We secure, we encourage, we repeat often&nbsp;; and we let the professionals guide the progression.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 S\u00c9RIE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-serie\">Understanding and stimulating motor development on a daily basis: to go further<\/h2>\n<div class=\"dyn-serie\">\n  <a href=\"#\"><span>Background Guide<\/span>Understanding and stimulating motor development in Down syndrome \u2014 the complete reference guide<\/a><br \/>\n  <a href=\"#\"><span>Toolbox<\/span>Activities, resources, and concrete arrangements to implement daily<\/a><br \/>\n  <a href=\"#\"><span>Support &amp; contacts<\/span>Who to contact, what support is available, and how to maintain it over time<\/a><br \/>\n  <a href=\"#\"><span>The training<\/span>Program, content, and who the DYNSEO training on motor development is for<\/a>\n<\/div>\n<pee>Several free resources accompany the situations described here. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-routines-illustrees\/\">illustrated routines chart<\/a> makes the steps of the day visible and secures the child; the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/choice-wheel-dynseo-training-tools\/\">choices wheel<\/a> diffuses power struggles by providing two acceptable options; the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/guide-adaptation-pedagogique-trisomie\/\">Down syndrome educational adaptation guide<\/a> and the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-communication-adaptee-trisomie\/\">adapted communication sheet<\/a> help rephrase instructions. On the playful stimulation side, the <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a> application, designed for children, combines motor challenges and attention in a playful setting. Find everything in the <a href=\"https:\/\/www.dynseo.com\/en\/our-tools\/\">free tools catalog<\/a> and, to locate your child&#8217;s support points, browse the <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">cognitive tests<\/a> offered by DYNSEO.<\/pee>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FAQ \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<h2 id=\"dyn-faq\">Frequently Asked Questions<\/h2>\n<div class=\"dyn-faq\">\n<h3>My child walks later than others, is that concerning?<\/h3>\n<pee>In children with Down syndrome, motor milestones like walking typically occur later, with significant variations from one child to another: this delay is expected and is not, in itself, a bad sign. What matters more is the progression: is the child continuing to acquire new movements, even slowly? Regular follow-up by the physiotherapist, psychomotrician, and doctor helps place your child on their own path. If in doubt, or if you observe stagnation or regression, discuss it with the team that follows them rather than comparing to other children.<\/pee>\n<h3>Should you force a child who refuses to move?<\/h3>\n<pee>No, forcing is almost always counterproductive: it instills fear and refusal, and damages the pleasure of movement, which is the true driver of progress. It is better to create desire \u2014 place a toy to grab, turn effort into play, offer a choice between two acceptable activities \u2014 and reduce the demand a notch to ensure success. A refusal often signals fatigue, fear of failure, or an ill-suited activity. We respect this signal, change the form, shorten; and we always stop on a success rather than on tears.<\/pee>\n<h3>At what age should physiotherapy or psychomotricity begin?<\/h3>\n<pee>This is a medical decision made with the team that follows the child; early support is often proposed. The role of the physiotherapist and psychomotrician is to assess tone, balance, and joints, then indicate which positions and movements to encourage according to the current stage. At home, your mission is not to conduct technical sessions, but to apply their instructions and incorporate movement into daily play. Ask them your concrete questions: frequency, useful movements, activities to avoid. They are the ones who adapt the program to your child.<\/pee>\n<h3>Are motor games like tumbles or rolls safe?<\/h3>\n<pee>Some activities that strongly engage the neck require caution: Down syndrome is sometimes accompanied by a particularity of the upper cervical spine (atlanto-axial instability) that must be evaluated by a doctor. Before allowing rolls, somersaults, trampolining, or certain sports, seek the opinion of the medical team that follows your child: they will tell you what is suitable for their situation. This does not mean depriving the child of physical activity; on the contrary: moving is essential. It is simply about choosing activities with the professional and reporting any stiffness or new discomfort in the neck.<\/pee>\n<h3>How to know if a new motor difficulty warrants a consultation?<\/h3>\n<pee>Quickly report any regression \u2014 the child loses a movement they had mastered \u2014, worsening fatigue while walking, new stiffness or discomfort in the neck, limping, or an unexplained change in gait. Describe the observed scene precisely to the doctor, physiotherapist, or psychomotrician: concrete detail helps much more than a &#8220;they are regressing.&#8221; In case of a fall with loss of consciousness or sudden neurological signs, contact your country&#8217;s emergency services. Between two assessments, it is better to ask one question too many than to let a sign go unnoticed.<\/pee>\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f Information and not medical advice<\/strong>\n  <pee>This article provides general guidelines for daily life. It does not replace a diagnosis, medical advice, or rehabilitation. Every child is different: for anything related to motor development, posture, nutrition, or physical activity, talk to the doctor, physiotherapist, and psychomotor therapist who follow your child.<\/pee>\n<\/div>\n<p><!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FINAL CTA \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 --><\/p>\n<div class=\"dyn-cta\">\n<h3>Ten situations is a start: daily life has many more<\/h3>\n<pee>Learning to <strong>understand and stimulate motor development in Down syndrome<\/strong> is mainly knowing what to do in these micro-scenes of everyday life: reading what is happening in the body, adapting the environment, encouraging without forcing, and working hand in hand with professionals. The DYNSEO training covers these guidelines step by step: 15 short lessons, 100% online, unlimited access, at your own pace. Certified organization Qualiopi (N\u00b0 11757351875), certificate of completion.<\/pee>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/en\/courses\/comprendre-et-stimuler-le-developpement-moteur-en-trisomie-21-en\/\">Discover the training \u2014 20 \u20ac<\/a>\n<\/div>\n<\/div>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":4,"featured_media":415084,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"[et_pb_section fb_built=\"1\" admin_label=\"Article HTML\" _builder_version=\"4.16\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_row admin_label=\"Contenu\" _builder_version=\"4.16\" width=\"100%\" max_width=\"100%\" custom_padding=\"0px||0px||false|false\" global_colors_info=\"{}\"][et_pb_column type=\"4_4\" _builder_version=\"4.16\" 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Entre deux bilans, mieux vaut poser une question de trop que de laisser passer un signe.\"\n          }\n        }\n      ]\n    }\n  ]\n}\n<\/script>\n<div class=\"dbi-art-1e335b\"><!--\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\nDYNSEO \u2014 GABARIT ARTICLE SEO\/GEO  \u00b7  v1.0\nNe pas modifier les noms de classes : le script generer-articles.py\net tous les articles d\u00e9j\u00e0 publi\u00e9s en d\u00e9pendent.\n\nLe script generer-articles.py injecte, dans l'ordre : le header color\u00e9,\nl'encadr\u00e9 formation ou outil, le corps r\u00e9dig\u00e9, puis les donn\u00e9es structur\u00e9es.\n\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\n--><div class=\"dyn-article\"><header class=\"dyn-pagehead dyn-pagehead--jaune\">\n  <span class=\"dyn-pagehead__cat\">Families &amp; caregivers \u00b7 Down syndrome<\/span>\n  <h1>Understanding and stimulating motor development in Down syndrome: 10 difficult everyday situations and how to respond<\/h1>\n  <p class=\"dyn-pagehead__lead\">Getting up from the mat, holding a spoon to the mouth, stepping over a threshold, standing still while putting on a coat: these are tiny gestures, yet they organize the days. <strong>Understanding and stimulating motor development in Down syndrome<\/strong> rarely happens in large technical sessions: it takes place in these dozens of small everyday scenes where one wonders, in the moment, what to do \u2014 should we help, wait, insist, let go?<\/p>\n  <ul class=\"dyn-pagehead__meta\">\n    <li>\u23f1\ufe0f 19 min read<\/li>\n    <li>\ud83d\udc65 For families and caregivers<\/li>\n    <li>\ud83d\udd04 Updated in July 2026<\/li>\n  <\/ul>\n<\/header><section class=\"dynen dynen-inarticle\" data-dynen=\"inarticle\"><p class=\"dynen-h\">In this article<\/p><p class=\"dynen-sub\">The associated training<\/p><a class=\"dynen-form\" href=\"https:\/\/www.dynseo.com\/courses\/comprendre-et-stimuler-le-developpement-moteur-en-trisomie-21\/\"><div class=\"dynen-form__img\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/11\/Comprendre-et-stimuler-le-developpement-moteur-en-trisomie-21.png\" alt=\"\" loading=\"lazy\"><\/div><div class=\"dynen-form__body\"><span class=\"dynen-tag dynen-tag--quali\">Qualiopi Training<\/span><b>Understanding and stimulating motor development in Down syndrome<\/b><span class=\"dynen-go\">Discover the training \u2192<\/span><\/div><\/a><p class=\"dynen-sub\">The cited resources<\/p><div class=\"dynen-grid dynen-grid--ico\"><a class=\"dynen-ico dynen-dom--autonomie\" href=\"https:\/\/www.dynseo.com\/nos-outils\/roue-des-choix\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/plugins\/dynseo-enrichment\/assets\/tools\/roue-des-choix.svg\" alt=\"\" width=\"56\" height=\"56\" loading=\"lazy\"><b>Choice Wheel - DYNSEO Training Tools<\/b><span class=\"dynen-go\">Discover \u2192<\/span><\/a><\/div><p class=\"dynen-sub\">Printable notebooks \u2014 SCARLETT Collection<\/p><div class=\"dynen-covers\"><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_01_berlin-von-frueher_CARREE.png\" alt=\"\" loading=\"lazy\"><span>Berlin from the past<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_02_der-schwarzwald_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The Black Forest<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_03_die-nord-und-ostseekueste_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The North and Baltic Sea Coast<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_04_die-alpen_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The Alps<\/span><\/a><a class=\"dynen-cover\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2026\/08\/EDITH_DE_06_die-50er-und-60er-jahre_CARREE.png\" alt=\"\" loading=\"lazy\"><span>The 50s and 60s<\/span><\/a><a class=\"dynen-cover dynen-cover--more\" href=\"https:\/\/www.dynseo.com\/collection-edith\/\"><span>See the SCARLETT collection \u2192<\/span><\/a><\/div><\/section>\n\n<aside class=\"dyn-hero\" aria-label=\"Training presented in this article\">\n  <div class=\"dyn-hero__grid\">\n    <div class=\"dyn-hero__media\"><a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-et-stimuler-le-developpement-moteur-en-trisomie-21\/\"><img src=\"https:\/\/www.dynseo.com\/wp-content\/uploads\/2025\/11\/Comprendre-et-stimuler-le-developpement-moteur-en-trisomie-21.png\" alt=\"DYNSEO Training 'Understanding and stimulating motor development in Down syndrome'\" width=\"1920\" height=\"1080\" loading=\"lazy\"><\/a><\/div>\n    <div class=\"dyn-hero__body\">\n      <span class=\"dyn-hero__eyebrow\">The training related to this article<\/span>\n      <p class=\"dyn-hero__title\"><a href=\"https:\/\/www.dynseo.com\/courses\/comprendre-et-stimuler-le-developpement-moteur-en-trisomie-21\/\">Understanding and stimulating motor development in Down syndrome<\/a><\/p>\n      <p class=\"dyn-hero__pitch\">Everything this article explains, put into practice.<\/p>\n      <ul class=\"dyn-badges\">\n        <li>\ud83c\udfa5 6 modules \u00b7 15 lessons<\/li>\n        <li>\ud83d\udcbb 100 % online<\/li>\n        <li>\u23f1\ufe0f At your own pace<\/li>\n        <li>\ud83c\udfc5 Qualiopi organization<\/li>\n        <li>\ud83c\udf0d 9 languages<\/li>\n      <\/ul>\n      <div class=\"dyn-hero__actions\">\n        <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/comprendre-et-stimuler-le-developpement-moteur-en-trisomie-21\/\">See the training<\/a>\n        <span class=\"dyn-hero__price\">20.0 \u20ac<\/span>\n      <\/div>\n    <\/div>\n  <\/div>\n<\/aside>\n\n<p>Here are ten of these scenes, described as they really happen at home. For each one: what is actually happening on the body and brain side, the spontaneous reaction that worsens the situation \u2014 you have probably experienced it, and that's okay \u2014 then the step-by-step response that works, with the exact words to say and the gestures to prioritize. Nothing here replaces the physiotherapist, the psychomotor therapist, or the doctor who follows your child: these are guidelines for everyday life, between two appointments.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 SHORT RESPONSE (GEO) \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<section class=\"dyn-tldr\">\n  <h2>The essentials in 30 seconds<\/h2>\n  <p>In children with Down syndrome, most everyday motor difficulties can be explained by well-identified particularities \u2014 especially <strong>hypotonia<\/strong> (lower muscle tone) and joint hyperlaxity. These are neither laziness nor a lack of will: understanding them completely changes the response to be provided.<\/p>\n  <ul>\n    <li><strong>Three universally valid reflexes<\/strong> \u2014 secure the environment, lower the demands a notch, allow time and repeat often rather than for long.<\/li>\n    <li><strong>What almost always blocks<\/strong> \u2014 doing instead, forcing a gesture, comparing to other children, turning every moment into a rehabilitation session.<\/li>\n    <li><strong>Slowness is not refusal<\/strong> \u2014 a gesture costs more energy; the child tires quickly and seeks support.<\/li>\n    <li><strong>Play is the best driver<\/strong> \u2014 we progress more by climbing, dancing, and manipulating than by \"doing exercises\".<\/li>\n    <li><strong>Any new sign should be reported<\/strong> \u2014 to the doctor, the physiotherapist, or the psychomotor therapist, without waiting for the next assessment.<\/li>\n  <\/ul>\n<\/section>\n\n<nav class=\"dyn-toc\" aria-label=\"Table of contents\">\n  <p>The 10 situations<\/p>\n  <ol>\n    <li><a href=\"#dyn-s1\">Sitting, he slumps and slides off his chair<\/a><\/li>\n    <li><a href=\"#dyn-s2\">He stays seated playing and does not stand up<\/a><\/li>\n    <li><a href=\"#dyn-s3\">At the table, the spoon slips from his hand and everything falls<\/a><\/li>\n    <li><a href=\"#dyn-s4\">He always sits in a \"W\" position, legs back<\/a><\/li>\n    <li><a href=\"#dyn-s5\">He often falls, bumps into things, we no longer dare to let him go<\/a><\/li>\n    <li><a href=\"#dyn-s6\">Exercises at home turn into conflict<\/a><\/li>\n    <li><a href=\"#dyn-s7\">He cannot button, close, hold a pencil<\/a><\/li>\n    <li><a href=\"#dyn-s8\">On the stairs, he does not place his feet properly<\/a><\/li>\n    <li><a href=\"#dyn-s9\">On walks, he tires quickly and asks for the stroller<\/a><\/li>\n    <li><a href=\"#dyn-s10\">At the park, he stays away from the games<\/a><\/li>\n    <li><a href=\"#dyn-recap\">The summary table<\/a><\/li>\n    <li><a href=\"#dyn-faq\">Frequently asked questions<\/a><\/li>\n  <\/ol>\n<\/nav>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 1 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s1\">1. Sitting, he slumps and slides off his chair<\/h2>\n\n<p><em>8 a.m., breakfast. You sit him up straight in his chair. Two minutes later, he has slid down, his back rounded, his chin almost in the bowl, one leg folded under him. You straighten him up; he falls back down. You end up sighing: \u201csit up properly.\u201d<\/em><\/p>\n\n<p>What\u2019s happening: hypotonia \u2014 a lower baseline muscle tone \u2014 is one of the most consistent characteristics of Down syndrome. Keeping the trunk upright requires constant muscular effort that the child cannot maintain for long. He is not slouching out of indiscipline: he is seeking support to compensate for a back that tires quickly. Poor seating then perpetuates the cycle, as a poorly positioned body works even harder.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Adjust the seating before correcting the child.<\/strong> Feet should be flat on a stable support \u2014 a footrest, a box \u2014 and not dangling in the air. A well-positioned pelvis at the back of the seat changes everything.<\/li>\n  <li><strong>Look for the \u201c90-90-90\u201d.<\/strong> Hips, knees, and ankles around a right angle: this is the position that requires the least effort from the trunk. The physiotherapist or occupational therapist can check the precise adjustment of the seat.<\/li>\n  <li><strong>Turn the instruction into a short game.<\/strong> \u201cShall we do the big one?\u201d while tapping the top of the back provides a bodily reference, where \u201csit up straight\u201d remains an abstraction.<\/li>\n  <li><strong>Alternate positions.<\/strong> Don\u2019t demand perfect seating throughout the meal: a few minutes of good posture, then allow for some support. It\u2019s repetition that builds tone, not prolonged holding.<\/li>\n<\/ol>\n\n<p><strong>\u274c To avoid:<\/strong> repeating \u201csit up straight\u201d without changing the setup, letting feet dangle in the air, or placing the child in a seat that is too big \u201cso he can grow into it.\u201d<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 2 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s2\">2. He stays seated playing and doesn\u2019t stand up<\/h2>\n\n<p><em>Cousins of the same age are running around. He stays seated on the mat, very busy with his blocks, perfectly happy. You stand him up against the sofa; he immediately sits back down. A little inner voice whispers: \u201che makes no effort to move forward.\u201d<\/em><\/p>\n\n<p>What\u2019s happening: motor milestones \u2014 sitting up, standing up, walking \u2014 occur on average later in children with Down syndrome, with significant variations from one child to another. Becoming vertical requires strength, balance, and confidence, three costly things when tone is low and joints are flexible. Staying seated is not giving up: it\u2019s the very logical choice of the position where he best controls his body.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Create desire rather than obligation.<\/strong> Place the coveted toy a little higher, on the edge of the sofa: the desire to grab it generates the movement much better than an imposed standing up.<\/li>\n  <li><strong>Provide stable supports.<\/strong> A solid coffee table, a heavy piece of furniture: the child pulls himself up and moves along the support at his own pace. Secure the corners and remove anything that tips over.<\/li>\n  <li><strong>Count small victories.<\/strong> Standing for three seconds longer than yesterday is real progress. Track these advancements, for example with an <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-routines-illustrees\/\">illustrated routine chart<\/a> that makes the path visible.<\/li>\n  <li><strong>Let the professional guide the progression.<\/strong> The physiotherapist or psychomotor therapist indicates which positions to encourage and which to avoid according to the current stage: follow their instructions rather than inventing exercises.<\/li>\n<\/ol>\n<p><strong>\u274c \u00c0 \u00e9viter&nbsp;:<\/strong> comparer \u00e0 voix haute avec les autres enfants, forcer la station debout en le maintenant de force, ou utiliser un trotteur suspendu sans l'avis du professionnel qui suit l'enfant.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 3 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s3\">3. \u00c0 table, la cuill\u00e8re lui \u00e9chappe et tout tombe<\/h2>\n\n<p><em>Repas du soir. Il plonge la cuill\u00e8re dans la compote, la porte vers la bouche&nbsp;: \u00e0 mi-chemin, le poignet tourne, la cuill\u00e8re se vide sur le bavoir. Trois tentatives, trois \u00e9checs. Vous n'y tenez plus, vous prenez la cuill\u00e8re&nbsp;: \u00ab&nbsp;laisse, je vais le faire&nbsp;\u00bb.<\/em><\/p>\n\n<p>Ce qui se joue&nbsp;: la motricit\u00e9 fine repose sur la stabilit\u00e9 de l'\u00e9paule et du poignet, plus difficile \u00e0 obtenir quand le tonus est bas et les articulations l\u00e2ches. Tenir un ustensile, doser la force, orienter le poignet&nbsp;: c'est une coordination complexe qui s'acquiert par la r\u00e9p\u00e9tition. Chaque fois que vous prenez la cuill\u00e8re \u00e0 sa place, le geste r\u00e9ussit \u2014 mais l'enfant, lui, ne s'entra\u00eene pas.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Adaptez l'ustensile.<\/strong> Manche \u00e9pais, cuill\u00e8re un peu creuse, bol \u00e0 bord relev\u00e9 et \u00e0 fond antid\u00e9rapant&nbsp;: le mat\u00e9riel bien choisi transforme un \u00e9chec en r\u00e9ussite. L'ergoth\u00e9rapeute peut conseiller le mod\u00e8le adapt\u00e9.<\/li>\n  <li><strong>Choisissez des textures qui pardonnent.<\/strong> Une pur\u00e9e \u00e9paisse ou une compote tient mieux sur la cuill\u00e8re qu'un aliment liquide. On garde ces textures pour les moments d'apprentissage, sans jamais imposer une consistance d\u00e9cid\u00e9e seul&nbsp;: le suivi de l'alimentation rel\u00e8ve de l'\u00e9quipe qui conna\u00eet l'enfant.<\/li>\n  <li><strong>Accompagnez la main sans la remplacer.<\/strong> Posez votre main sur la sienne pour guider le trajet, puis rel\u00e2chez d\u00e8s que le geste part. On aide au d\u00e9marrage, pas jusqu'\u00e0 la bouche.<\/li>\n  <li><strong>F\u00eatez chaque cuill\u00e8re arriv\u00e9e.<\/strong> \u00ab&nbsp;Tu l'as fait tout seul&nbsp;!&nbsp;\u00bb Le plaisir de r\u00e9ussir est le meilleur moteur pour recommencer.<\/li>\n<\/ol>\n\n<p><strong>\u274c \u00c0 \u00e9viter&nbsp;:<\/strong> reprendre l'ustensile au premier ratage, essuyer la bouche \u00e0 chaque bouch\u00e9e, ou attendre un repas \u00ab&nbsp;propre&nbsp;\u00bb&nbsp;: \u00e0 cet \u00e2ge, le d\u00e9sordre fait partie de l'apprentissage.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 4 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s4\">4. Il s'assoit toujours en \u00ab&nbsp;W&nbsp;\u00bb, jambes en arri\u00e8re<\/h2>\n\n<p><em>Il joue par terre, tr\u00e8s concentr\u00e9. Ses jambes forment un W&nbsp;: les fesses au sol, les genoux devant, les pieds \u00e9cart\u00e9s vers l'arri\u00e8re. Cette position semble le stabiliser parfaitement. Un jour, \u00e0 la cr\u00e8che, on vous dit&nbsp;: \u00ab&nbsp;il ne faudrait pas qu'il s'assoie comme \u00e7a&nbsp;\u00bb.<\/em><\/p>\n\n<p>Ce qui se joue&nbsp;: l'assise en W offre une base tr\u00e8s large, donc tr\u00e8s stable \u2014 un vrai soulagement pour un enfant hypotonique qui doit fournir peu d'effort de tronc dans cette position. C'est justement pour cela qu'il l'adopte spontan\u00e9ment. L'inconv\u00e9nient est qu'elle sollicite beaucoup les hanches et les genoux, d\u00e9j\u00e0 souples, et qu'elle limite les rotations du buste utiles au jeu et \u00e0 l'\u00e9quilibre. La question de la corriger \u2014 et comment \u2014 rel\u00e8ve du professionnel.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Proposez une alternative, ne r\u00e9primandez pas.<\/strong> Sans commentaire, replacez doucement les jambes devant, en tailleur ou allong\u00e9es de c\u00f4t\u00e9. On remplace une habitude, on ne punit pas une position.<\/li>\n  <li><strong>Rendez les autres assises confortables.<\/strong> Un petit banc, un pouf ferme, un dossier&nbsp;: si l'enfant a un appui, il n'a plus besoin de la base large du W.<\/li>\n  <li><strong>Jouez sur les c\u00f4t\u00e9s.<\/strong> Placez les jouets l\u00e9g\u00e8rement \u00e0 droite puis \u00e0 gauche pour l'inciter \u00e0 tourner le buste et \u00e0 s'appuyer sur une main&nbsp;: ces rotations construisent l'\u00e9quilibre.<\/li>\n  <li><strong>Suivez la consigne de l'\u00e9quipe.<\/strong> Kin\u00e9sith\u00e9rapeute et psychomotricien \u00e9valuent l'articulation et vous disent pr\u00e9cis\u00e9ment quoi encourager. Appliquez leur rep\u00e8re plut\u00f4t qu'une r\u00e8gle g\u00e9n\u00e9rale lue quelque part.<\/li>\n<\/ol>\n\n\n<p><strong>\u274c To avoid&nbsp;:<\/strong> scolding the child every time, deciding alone that it is \u201c&nbsp;forbidden&nbsp;\u201d, or on the contrary, changing nothing while thinking that \u201c&nbsp;this is how it is good&nbsp;\u201d.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 5 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s5\">5. He falls often, bumps into things, we no longer dare to let him go<\/h2>\n\n<p><em>He has been walking for a short time. In the living room, he takes off, wobbles, catches himself, then falls on his bottom \u2014 or worse, forward, forehead against the furniture. The heart tightens every time. You end up following him step by step, hands outstretched, ready to catch him at all times.<\/em><\/p>\n\n<p>What is at stake&nbsp;: balance requires quick muscle reactions to catch the body that is tipping. With lower tone and flexible ankles, these reactions are slower and falls are more frequent. Falling is part of learning to walk&nbsp;: it is by rebalancing that the body learns. But if you catch the child at every wobble, he never develops these reflexes \u2014 and he loses confidence.<\/p>\n\n<p>There is also your own fear, perfectly legitimate. A child reads a parent's worry very well&nbsp;: a tense face and always outstretched arms send him the message that he is in danger, and this anticipation makes him tense in turn. Learning to contain your own alarm \u2014 without letting go of vigilance \u2014 is part of the support. We breathe, we remain calm on the surface, we let the child's body do its work on the small imbalances.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Secure the space rather than the child.<\/strong> Protected furniture corners, rugs on the floor, tipping objects stored&nbsp;: a safe environment allows you to let go of the hand a little without danger.<\/li>\n  <li><strong>Stay close without holding on all the time.<\/strong> Accompany with a step back, ready to intervene in case of a real fall, but let the body catch itself on small imbalances.<\/li>\n  <li><strong>De-dramatize the fall without support.<\/strong> A \u201c&nbsp;hop, let's get up&nbsp;!&nbsp;\u201d calmly is better than a scream of fright that instills fear. Your tone builds his confidence.<\/li>\n  <li><strong>Pay attention to shoes and feet.<\/strong> Good footwear supports the ankle&nbsp;; ask for advice from the professional who follows the child rather than choosing alone.<\/li>\n<\/ol>\n\n<p><strong>\u274c To avoid&nbsp;:<\/strong> walking with both hands under the armpits all the time, jumping at every loss of balance, or giving up slightly varied surfaces (grass, thick carpets) which also help with balance.<\/p>\n\n<div class=\"dyn-alerte\">\n  <strong>\u26a0\ufe0f Certain signs require talking to the doctor before insisting<\/strong>\n  <p>A new stiffness of the neck, unusual discomfort in turning the head, fatigue while walking that suddenly worsens, regression (the child loses a skill he had mastered), unexplained gait disturbances&nbsp;: these are reasons to consult without waiting for the next assessment. Down syndrome is sometimes accompanied by cervical spine peculiarities (atlanto-axial instability) that must be evaluated by a doctor before certain physical activities. In case of a fall with loss of consciousness or sudden neurological signs, contact the emergency services in your country.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 CTA MILIEU \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<div class=\"dyn-cta\">\n  <h3>Understanding the \u201c&nbsp;why&nbsp;\u201d of each gesture, step by step<\/h3>\n  <p>The DYNSEO training \u201c&nbsp;Understanding and stimulating motor development in Down syndrome&nbsp;\u201d addresses these situations one by one&nbsp;: identifying hypotonia, adapting the environment, encouraging without forcing, working with professionals. 15 short lessons, 100&nbsp;% online, at your own pace.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/comprendre-et-stimuler-le-developpement-moteur-en-trisomie-21\/\">Discover the training \u2014 20&nbsp;\u20ac<\/a>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 6 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s6\">6. Exercises at home turn into conflict<\/h2>\n\n<p><em>The physiotherapist showed two movements to repeat every day. In the first week, the child follows. In the third week, as soon as he sees you take out the mat, he runs away, stiffens, cries. You hear yourself insisting: \u201cCome on, just one more time, otherwise you won't progress.\u201d<\/em><\/p>\n\n<p>What\u2019s happening: a repeated exercise becomes quickly tedious for a young child, especially if it touches on a difficulty. The body remembers the effort and the boredom, and it anticipates. The refusal is not free opposition: it\u2019s a sign that the form needs to change, not the frequency. For the child, movement is learned through play much more than by \u201cdoing the exercises.\u201d<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Hide the exercise in the game.<\/strong> The work on support is integrated into a cushion course; grasping, into a pouring game; balance, into a dance. The targeted movement remains the same, the label \u201crehabilitation\u201d disappears.<\/li>\n  <li><strong>Shorten and repeat.<\/strong> Three times two minutes during the day is better than a long session endured. Always stop on a success, never on a cry.<\/li>\n  <li><strong>Give a choice, not an exit.<\/strong> \u201cShall we start with the frogs or the tunnel?\u201d \u2014 offering two acceptable options avoids a standoff. A <a href=\"https:\/\/www.dynseo.com\/nos-outils\/roue-des-choix\/\">wheel of choices<\/a> makes this concrete and fun.<\/li>\n  <li><strong>Rely on playful supports.<\/strong> Educational game applications like <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a>, designed for children, combine motor challenges and attention; the child moves while playing, without experiencing the exercise as a constraint.<\/li>\n<\/ol>\n\n<p><strong>\u274c To avoid:<\/strong> alarming predictions about the future, the imposed session when the child is tired, and the full-time rehabilitation role \u2014 you are first and foremost their parent, the relationship comes before performance.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 7 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s7\">7. He can't button, close, hold a pencil<\/h2>\n\n<p><em>The morning is pressing. He wants to close his coat by himself, struggles with the zipper, can't do it, gets frustrated. You are already late. You close it for him, quickly; he stiffens and refuses to move forward. The morning is starting off badly.<\/em><\/p>\n\n<p>What\u2019s happening: buttoning, pulling up a zipper, holding a pencil require fine motor skills and coordination of both hands, which are slower to develop when hand tone is low. The will is there \u2014 the child wants to do it alone \u2014 but the gesture is not yet following. Doing it for him solves the morning delay, but confirms to the child that he can't do it.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Separate learning from urgency.<\/strong> Practice on the weekend, without a watch: that\u2019s when he learns. A rushed morning is not the time for autonomy.<\/li>\n  <li><strong>Break down the gesture.<\/strong> You engage the button, he pushes it; you fit the zipper, he pulls. Let the child have the last step, the most rewarding, then gradually work back to the beginning.<\/li>\n  <li><strong>Facilitate with appropriate materials.<\/strong> Bigger buttons, ring pulls, Velcro to start: succeed first, then complicate. The occupational therapist recommends useful adaptations.<\/li>\n  <li><strong>Strengthen hands through play.<\/strong> Modeling clay, clothespins, stickers, threading beads work fine motor skills much better than a repeated dressing exercise; and the child enjoys it.<\/li>\n<\/ol>\n\n<p><strong>\u274c To avoid:<\/strong> doing it for him at the first blockage, sighing or showing your annoyance, and introducing writing or the pencil too early: the grip is first built through play.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 8 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s8\">8. On the stairs, he doesn't place his feet well<\/h2>\n\n<p><em>You come home, bag in one hand, child in the other. In front of the stairs, he wants to go up by himself. He places both feet on the same step, grips the railing that is too high for him, hesitates, wobbles. You hold your breath at each step.<\/em><\/p>\n\n<p>What is at stake: going up and down stairs requires putting all the body's weight on one leg, while lifting the other. It's a major challenge of balance and strength for a hypotonic child; placing both feet on each step is a logical and safe strategy, not a delay to be forcibly corrected. The alternation of feet will come later, with motor maturity.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Adapt the grip.<\/strong> A railing at his height, or your hand as a support point, secures the ascent. We go up behind the child, we go down in front of him: this way we are always on the side of the fall.<\/li>\n  <li><strong>Accept the \"two feet per step\".<\/strong> It's a normal stage. We do not impose the alternation: we let it appear when balance allows.<\/li>\n  <li><strong>Practice on a single step.<\/strong> Going up and down a small step, a threshold, a low curb, while playing: we repeat the gesture in a safe context before the complete staircase.<\/li>\n  <li><strong>Verbalize the movement.<\/strong> \u201cOne foot\u2026 the other foot\u2026 we hold the railing\u201d: naming each step helps the child organize his movement and reassure himself.<\/li>\n<\/ol>\n\n<p><strong>\u274c To avoid:<\/strong> leaving the child alone on the stairs \"to let him learn\", rushing him down (the most unstable moment), or carrying him all the time to go faster \u2014 the stairs are excellent training when secured.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 9 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s9\">9. On a walk, he gets tired quickly and asks for the stroller<\/h2>\n\n<p><em>You set off on foot for a little outing. After a hundred meters, he slows down, sits on the sidewalk, stretches out his arms: \u201ccarry, carry.\u201d You thought you would walk to the park. You hesitate between carrying him, getting the stroller out, or insisting that he continues.<\/em><\/p>\n\n<p>What is at stake: walking costs more energy when each step requires extra muscle work to stabilize the body. Fatigue is real; the request to be carried is not a whim, but often a true signal of exhaustion. At the same time, carrying him all the time deprives the child of valuable training. The whole challenge is to find the right balance: walk a little, often, without going to the point of exhaustion that discourages.<\/p>\n\n<p>A simple marker helps distinguish true exhaustion from mere desire for comfort: observe the quality of the walk, not just the complaints. A child who maintains a steady gait but asks to be carried is mainly seeking comfort; a child whose feet drag, who stumbles, whose torso slumps, is truly at the end of his resources. In the first case, we reignite the game and move forward a little more; in the second, we carry without hesitation. It is by observing your child, day after day, that you refine this marker.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Set short and visible goals.<\/strong> \u201cWe walk to the red bench\u201d: a reachable and concrete goal motivates more than an abstract distance. Then we congratulate the arrival.<\/li>\n  <li><strong>Alternate walking and resting.<\/strong> Bring the stroller as a relay, not as the only means: we walk a section, we rest, we go again. The journey becomes a succession of small successes.<\/li>\n  <li><strong>Make walking fun.<\/strong> Count the steps, follow the lines of the sidewalk, take \u201cgiant steps\u201d: play shifts the focus from effort to pleasure.<\/li>\n  <li><strong>Respect true exhaustion.<\/strong> A child who slumps, drags his feet, or gets upset is at the end of his strength: we then carry him without guilt. Insisting teaches nothing, it discourages walking.<\/li>\n<\/ol>\n<p><strong>\u274c To avoid&nbsp;:<\/strong> completely remove the stroller all at once \u201c&nbsp;to force him&nbsp;\u201d, push a truly exhausted child, or on the contrary, do everything in the stroller for convenience and deprive him of training.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 10 \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-s10\">10. At the park, he stays away from the games<\/h2>\n\n<p><em>The other children climb the slide, scale the structure, hang on. He stays close to you, in the sandbox, away from the motor games. You would like him to join in, you encourage him a bit&nbsp;: \u201c&nbsp;go play with the others&nbsp;\u201d. He comes back to stick to you.<\/em><\/p>\n\n<p>What is happening&nbsp;: climbing and hanging require strength, balance, and confidence \u2014 precisely the most costly areas. The child feels he is less capable&nbsp;: staying back protects him from public failure. It is not a lack of desire to play, but a perfectly understandable caution. Forcing him in front of the other children increases his fear instead of calming it.<\/p>\n\n<ol class=\"dyn-steps\">\n  <li><strong>Start small and away from the crowd.<\/strong> A game within his reach, at a calm moment in the park, without an audience&nbsp;: the first step of the slide with your hand, and then we go back down. We build confidence away from the eyes.<\/li>\n  <li><strong>Support the body, not just the words.<\/strong> Climb with him, hold him at the start, gradually let go. Feeling your physical presence reassures more than \u201c&nbsp;don't be afraid&nbsp;\u201d.<\/li>\n  <li><strong>Value every attempt, even tiny.<\/strong> \u201c&nbsp;You climbed the first step, well done&nbsp;!&nbsp;\u201d The proud look of the parent matters more than the height reached.<\/li>\n  <li><strong>Look for suitable structures.<\/strong> Some parks offer low-height games, more accessible. We first choose what guarantees success, and then we dare to go higher.<\/li>\n<\/ol>\n\n<p><strong>\u274c To avoid&nbsp;:<\/strong> pushing the child towards the games in front of others, comparing (\u201c&nbsp;look how they do it, they&nbsp;\u201d), or giving up outings to the park&nbsp;: it is an irreplaceable training ground, as long as we go at his pace.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 R\u00c9CAPITULATIF \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-recap\">The summary table<\/h2>\n\n<p>To print and keep handy in the first weeks&nbsp;: it is in the moment, when everything goes fast, that we forget what we understood in calm.<\/p>\n\n<div class=\"dyn-tablewrap\">\n<table>\n  <thead>\n    <tr><th>Situation<\/th><th>\u2705 The reflex to have<\/th><th>\u274c To avoid<\/th><\/tr>\n  <\/thead>\n  <tbody>\n    <tr><td>He slips from his chair<\/td><td>Adjust the seat, feet flat, before correcting<\/td><td>Repeating \u201c&nbsp;sit up straight&nbsp;\u201d, feet in the void<\/td><\/tr>\n    <tr><td>He does not stand up<\/td><td>Create desire, offer stable supports<\/td><td>Forcing standing, comparing to others<\/td><\/tr>\n    <tr><td>The spoon slips from his hand<\/td><td>Appropriate utensil, guide then let go of the hand<\/td><td>Taking the spoon back at the first failure<\/td><\/tr>\n    <tr><td>Sitting in \u201c&nbsp;W&nbsp;\u201d<\/td><td>Offer an alternative, follow the physiotherapist's advice<\/td><td>Scolding, or changing nothing at all<\/td><\/tr>\n    <tr><td>He falls often<\/td><td>Secure the space, stay close without holding<\/td><td>Walking with hands under the arms all the time<\/td><\/tr>\n    <tr><td>Refusal of exercises<\/td><td>Hide the exercise in play, shorten<\/td><td>Imposed session, worrying predictions<\/td><\/tr>\n    <tr><td>Buttons and fasteners<\/td><td>Break down the action, practice outside of urgency<\/td><td>Doing it for him, sighing<\/td><\/tr>\n    <tr><td>Stairs<\/td><td>Ramp at his height, accept \u201c&nbsp;two feet per step&nbsp;\u201d<\/td><td>Leaving him alone, rushing the descent<\/td><\/tr>\n    <tr><td>Fatigue on walks<\/td><td>Short goals, alternate walking and resting<\/td><td>Removing the stroller all at once, forcing<\/td><\/tr>\n    <tr><td>Staying back at the park<\/td><td>Start small and away from the crowd, value every attempt<\/td><td>Pushing in front of others, comparing<\/td><\/tr>\n  <\/tbody>\n<\/table>\n<\/div>\n\n<div class=\"dyn-note\">\n  <strong>\ud83d\udca1 The principle that applies to all ten<\/strong>\n  <p>Before reacting, ask yourself a single question&nbsp;: <em>does the difficulty come from the body, and not from the will&nbsp;?<\/em> In the vast majority of cases, yes. A response that adapts the environment and reduces the requirement a notch \u2014 rather than a response that pushes, corrects, or compares \u2014 defuses the situation and helps the child progress. We secure, we encourage, we repeat often&nbsp;; and we let the professionals guide the progression.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 S\u00c9RIE \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-serie\">Understanding and stimulating motor development on a daily basis: to go further<\/h2>\n\n<div class=\"dyn-serie\">\n  <a href=\"#\"><span>Background Guide<\/span>Understanding and stimulating motor development in Down syndrome \u2014 the complete reference guide<\/a>\n  <a href=\"#\"><span>Toolbox<\/span>Activities, resources, and concrete arrangements to implement daily<\/a>\n  <a href=\"#\"><span>Support &amp; contacts<\/span>Who to contact, what support is available, and how to maintain it over time<\/a>\n  <a href=\"#\"><span>The training<\/span>Program, content, and who the DYNSEO training on motor development is for<\/a>\n<\/div>\n\n<p>Several free resources accompany the situations described here. The <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-routines-illustrees\/\">illustrated routines chart<\/a> makes the steps of the day visible and secures the child; the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/roue-des-choix\/\">choices wheel<\/a> diffuses power struggles by providing two acceptable options; the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/guide-adaptation-pedagogique-trisomie\/\">Down syndrome educational adaptation guide<\/a> and the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/fiche-communication-adaptee-trisomie\/\">adapted communication sheet<\/a> help rephrase instructions. On the playful stimulation side, the <a href=\"https:\/\/www.dynseo.com\/jeux-de-memoire\/coco-jeux-enfants\/\">COCO<\/a> application, designed for children, combines motor challenges and attention in a playful setting. Find everything in the <a href=\"https:\/\/www.dynseo.com\/nos-outils\/\">free tools catalog<\/a> and, to locate your child's support points, browse the <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">cognitive tests<\/a> offered by DYNSEO.<\/p>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FAQ \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<h2 id=\"dyn-faq\">Frequently Asked Questions<\/h2>\n\n<div class=\"dyn-faq\">\n\n  <h3>My child walks later than others, is that concerning?<\/h3>\n  <p>In children with Down syndrome, motor milestones like walking typically occur later, with significant variations from one child to another: this delay is expected and is not, in itself, a bad sign. What matters more is the progression: is the child continuing to acquire new movements, even slowly? Regular follow-up by the physiotherapist, psychomotrician, and doctor helps place your child on their own path. If in doubt, or if you observe stagnation or regression, discuss it with the team that follows them rather than comparing to other children.<\/p>\n\n  <h3>Should you force a child who refuses to move?<\/h3>\n  <p>No, forcing is almost always counterproductive: it instills fear and refusal, and damages the pleasure of movement, which is the true driver of progress. It is better to create desire \u2014 place a toy to grab, turn effort into play, offer a choice between two acceptable activities \u2014 and reduce the demand a notch to ensure success. A refusal often signals fatigue, fear of failure, or an ill-suited activity. We respect this signal, change the form, shorten; and we always stop on a success rather than on tears.<\/p>\n\n  <h3>At what age should physiotherapy or psychomotricity begin?<\/h3>\n  <p>This is a medical decision made with the team that follows the child; early support is often proposed. The role of the physiotherapist and psychomotrician is to assess tone, balance, and joints, then indicate which positions and movements to encourage according to the current stage. At home, your mission is not to conduct technical sessions, but to apply their instructions and incorporate movement into daily play. Ask them your concrete questions: frequency, useful movements, activities to avoid. They are the ones who adapt the program to your child.<\/p>\n\n  <h3>Are motor games like tumbles or rolls safe?<\/h3>\n  <p>Some activities that strongly engage the neck require caution: Down syndrome is sometimes accompanied by a particularity of the upper cervical spine (atlanto-axial instability) that must be evaluated by a doctor. Before allowing rolls, somersaults, trampolining, or certain sports, seek the opinion of the medical team that follows your child: they will tell you what is suitable for their situation. This does not mean depriving the child of physical activity; on the contrary: moving is essential. It is simply about choosing activities with the professional and reporting any stiffness or new discomfort in the neck.<\/p>\n\n  <h3>How to know if a new motor difficulty warrants a consultation?<\/h3>\n  <p>Quickly report any regression \u2014 the child loses a movement they had mastered \u2014, worsening fatigue while walking, new stiffness or discomfort in the neck, limping, or an unexplained change in gait. Describe the observed scene precisely to the doctor, physiotherapist, or psychomotrician: concrete detail helps much more than a \"they are regressing.\" In case of a fall with loss of consciousness or sudden neurological signs, contact your country's emergency services. Between two assessments, it is better to ask one question too many than to let a sign go unnoticed.<\/p>\n\n<\/div>\n<div class=\"dyn-note\">\n  <strong>\u2139\ufe0f Information and not medical advice<\/strong>\n  <p>This article provides general guidelines for daily life. It does not replace a diagnosis, medical advice, or rehabilitation. Every child is different: for anything related to motor development, posture, nutrition, or physical activity, talk to the doctor, physiotherapist, and psychomotor therapist who follow your child.<\/p>\n<\/div>\n\n<!-- \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 FINAL CTA \u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550\u2550 -->\n<div class=\"dyn-cta\">\n  <h3>Ten situations is a start: daily life has many more<\/h3>\n  <p>Learning to <strong>understand and stimulate motor development in Down syndrome<\/strong> is mainly knowing what to do in these micro-scenes of everyday life: reading what is happening in the body, adapting the environment, encouraging without forcing, and working hand in hand with professionals. The DYNSEO training covers these guidelines step by step: 15 short lessons, 100% online, unlimited access, at your own pace. Certified organization Qualiopi (N\u00b0 11757351875), certificate of completion.<\/p>\n  <a class=\"dyn-btn\" href=\"https:\/\/www.dynseo.com\/courses\/comprendre-et-stimuler-le-developpement-moteur-en-trisomie-21\/\">Discover the training \u2014 20 \u20ac<\/a>\n<\/div><\/div><\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]","_et_gb_content_width":"","footnotes":""},"categories":[4586,3571,2118],"tags":[],"class_list":["post-753714","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-all-about-downs-syndrome","category-tudo-sobre-a-sindrome-de-down","category-uncategorized"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Understanding and Stimulating Motor Development in Down Syndrome: 10 Difficult Everyday Situations and How to Respond - DYNSEO - Educational apps &amp; brain training apps for all<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.dynseo.com\/en\/understanding-and-stimulating-motor-development-in-down-syndrome-10-difficult-everyday-situations-and-how-to-respond\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Understanding and Stimulating Motor Development in Down Syndrome: 10 Difficult Everyday Situations and How to Respond - DYNSEO - Educational apps &amp; 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