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Resumen En este estudio se identifica el proceso de interaccion social de los ninos con sindrome de Down (SD) en el sistema educativo ordinario de una ciudad en el interior de Sao Paulo (Brasil). En el estudio participaron 6 ninos de 3 a 6 anos de edad. Se filmaron videos de cada nino en cuatro situaciones de interaccion social en dos ambientes diferentes (interior y exterior), lo que permitio analizar las habilidades interpersonales y de autoexpresion a traves de la observacion de 15 tipos de conductas. Los resultados revelan que el tipo de conducta “interactua con otros ninos”, dentro de la categoria de “habilidades interpersonales”, fue la mas frecuente tanto en ambiente interior como en exterior, con una media de 27,5 y 28,3, respectivamente. Teniendo en cuenta las habilidades de autoexpresion, solo la conducta “sonrie” se dio una cantidad de veces destacable en interiores, con una media de 8,16, mientras que las conductas “sonrie” e “imita a otros ninos” tuvieron una presencia significativa en exteriores, con unas medias de 5,16 y 3, respectivamente. En conclusion, incluir ninos con SD en el sistema educativo ordinario promueve en ellos nuevas formas de aprendizaje e interaccion mediante el contacto diario con ninos con desarrollo normal, lo que les permite adquirir habilidades de interaccion social.

This study identifies the process of social interaction of children with Down’s syndrome (DS) in the regular educational system of a city in the interior of Sao Paulo, Brazil. Six children aged from three to six years old participated in the study. Each child was videotaped in four situations of social interaction in two distinct environments (indoors and outdoors), which enabled the analysis of interpersonal and self-expression skills through the observation of 15 types of behaviors. The results reveal that the behavior type “Interacts with another child”, within the category “interpersonal skills”, was the most frequent both indoors and outdoors with an average of 27.5 and 28.3, respectively. With regard to “self expression skills”, only the behavior “Smiles” had a considerable number of occurrences indoors with an average of 8.16, while the behaviors “Smiles” and “Imitates other children” presented significant occurrence outdoors with averages of 5.16 and 3, respectively. The conclusion is that including children with DS in the regular educational system promotes new forms of learning and interaction for them through daily contact with children with typical development, enabling them to acquire social interaction skills.

When the concentration of negative ions is larger than a critical value, a small compressive pulse evolves into a subionic wave train and a large pulse develops into a solitary wave. The threshold amplitude and velocity of the solitary waves are measured and compared with predictions using the pseudopotential method.