Book contents
- Frontmatter
- Contents
- List of contributors
- Preface
- 1 Applying the developmental perspective to individuals with Down syndrome
- 2 An organizational approach to the study of Down syndrome: contributions to an integrative theory of development
- 3 Temperament and Down syndrome
- 4 Interactions between parents and their infants with Down syndrome
- 5 Attention, memory, and perception in infants with Down syndrome: a review and commentary
- 6 Sensorimotor development of infants with Down syndrome
- 7 The growth of self-monitoring among young children with Down syndrome
- 8 Early conceptual development of children with Down syndrome
- 9 Language abilities in children with Down syndrome: evidence for a specific syntactic delay
- 10 Beyond sensorimotor functioning: early communicative and play development of children with Down syndrome
- 11 Peer relations of children with Down syndrome
- 12 Families of children with Down syndrome: ecological contexts and characteristics
- 13 Early intervention from a developmental perspective
- Name index
- Subject index
2 - An organizational approach to the study of Down syndrome: contributions to an integrative theory of development
Published online by Cambridge University Press: 02 November 2009
- Frontmatter
- Contents
- List of contributors
- Preface
- 1 Applying the developmental perspective to individuals with Down syndrome
- 2 An organizational approach to the study of Down syndrome: contributions to an integrative theory of development
- 3 Temperament and Down syndrome
- 4 Interactions between parents and their infants with Down syndrome
- 5 Attention, memory, and perception in infants with Down syndrome: a review and commentary
- 6 Sensorimotor development of infants with Down syndrome
- 7 The growth of self-monitoring among young children with Down syndrome
- 8 Early conceptual development of children with Down syndrome
- 9 Language abilities in children with Down syndrome: evidence for a specific syntactic delay
- 10 Beyond sensorimotor functioning: early communicative and play development of children with Down syndrome
- 11 Peer relations of children with Down syndrome
- 12 Families of children with Down syndrome: ecological contexts and characteristics
- 13 Early intervention from a developmental perspective
- Name index
- Subject index
Summary
During the past several decades, more and more investigators have focused their efforts on articulating the processes of ontogenesis in the perceptual, cognitive, socioemotional, linguistic, and representational domains of development in infants and children with Down syndrome. Recently, much of this work has been guided by the organizational perspective and has been conducted with the goal of expanding our knowledge of the normal developmental process (Cicchetti & Pogge-Hesse, 1982; Cicchetti & Sroufe, 1978). Studies of populations where varied patterns of development may occur as a consequence of the pervasive and enduring influences that mark the transaction between the child and the environment, such as with children with Down syndrome and their families, provide an appropriate basis for affirming, expanding, and challenging current development theory. Simultaneously, this approach allows for the formulation of a more comprehensive and integrative theory of normal development (Cicchetti, 1984, in press; Freud, 1965; Inhelder, 1966; Rutter, 1986; Werner, 1948). This “developmental” approach to Down syndrome is receiving increased attention in a variety of disciplines, including education, the neurosciences, pediatrics, psychiatry, and clinical and developmental psychology (see Hodapp & Zigler, Chapter 1, this volume).
Prior to these recent efforts, most investigators had conceptualized the developmental process of individuals with Down syndrome as necessarily being quantitatively and qualitatively different from that of mental-age-matched nonhandicapped children (for reviews, see Cicchetti & Pogge-Hesse, 1982; Hodapp & Zigler, Chapter 1, this volume).
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- Chapter
- Information
- Children with Down SyndromeA Developmental Perspective, pp. 29 - 62Publisher: Cambridge University PressPrint publication year: 1990
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