Relación entre las rutinas pedagógicas y la autonomía en los hábitos de higiene personal en niños de 4 años con síndrome de Down

This study analyzes the relationship between pedagogical routines and autonomy in personal hygiene habits among 4-year-old children with Down syndrome within an inclusive early childhood education context in Ecuador. The research followed a quantitative approach with a correlational scope and a non-experimental cross-sectional design. Data were collected through structured observation and rating scales completed by teachers as key informants. The findings revealed that pedagogical routines are implemented at predominantly medium and high levels, while children’s autonomy in personal hygiene is mainly at an intermediate stage. Correlational analysis showed a positive and statistically significant relationship between both variables. The study concludes that the systematic implementation of pedagogical routines contributes to the progressive development of functional independence in children with Down syndrome.