PLAYING GAMES IN THE DEVELOPMENT OF CHILDREN WITH SPASTIC CEREBRAL PALSY
DOI:
https://doi.org/10.7322/jhgd.40114Keywords:
Education. Special education. Cerebral palsy. Recreational activities. Development.Abstract
The current study aims at building a recreational environment of funs and games in order lo stimulate cognitive and motor development of children suffering from spastic cerebral palsy. Our theoretical foundation is Vygotsky’s socio-historical theory, which considers that recreational activities favor motor and cognitive development of children of pre-school age, by enabling them to exploit their potentialities. As lhe motor difficulty exhibited by those children usually prevents them from having a normal interaction with the environment they live in, these potentialities may be hidden from society. Thus a recreational environment allowing the children to interact with it proves efficacious for their development. Seven pre-school aged children suffering from spastic cerebral palsy participated in a fun and games intervention program, which amounted to 26 sessions. The results indicate that fun and games may favor motor and cognitive development of those children, since there was improvement with regard to their coordination, balance and grasping objects. An improvement in children’s attention, particularly, related to learning and discriminating colors was also noticed. Our study results conclude the need for mere research to provide changes with regard to children’s development teaching resources for professionals in this field. Those children are able to learn when their particularities are respected and their developing circumstances favored.References
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