By Dante Cicchetti, Marjorie Beeghly
The underlying subject of this publication is that kids with Down syndrome, regardless of their constitutional anomalies and their extra clinical difficulties, should be understood from a normative developmental framework. The contributions, all of that are in line with the most recent theories and examine, display that the applying of a developmental point of view to the learn of little ones with Down syndrome sheds gentle at the universality of ontogenetic sequences, levels, and constructions, and highlights the respective roles of organic, perceptual-cognitive, linguistic, social, and emotional elements within the developmental approach. eventually, it really is proven that the applying of a developmental point of view will recommend age and stage-appropriate interventions for Down syndrome young children and their households. it will be an appropriate booklet for psychologists, psychiatrists, precise schooling academics, pediatricians, and different clinical researchers attracted to Down syndrome and psychological retardation, in addition to graduate scholars in those parts.
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Extra info for Children with Down Syndrome: A Developmental Perspective
Classical) views of development. First, classical developmental theory postulates an active organism. According to this view, "the organism is inherently and spontaneously active; the organism is the source of acts, rather than being activated by external or peripheral forces" (Overton & Reese, 1973, 70). This view contrasts sharply with behaviorist and other mechanistic views, which conceptualize the child as the passive recipient of, or respondent to, external stimuli. As summarized by Overton and Reese (1973).
Zigler & Balla, 1977, 20) Thus, there was a concern for the whole child in even the earliest formulations of the developmental approach to mental retardation. Three major hypotheses derive from the developmental perspective as it applies to familial retarded children. First, it is predicted that familial retarded children progress through the same universal stages of development that normally intelligent children traverse. This prediction, called the similar sequence hypothesis, applies to Piagetian cognitive, to linguistic, and to other universal stages of development.
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