By Dante Cicchetti, Marjorie Beeghly
The underlying subject matter of this ebook is that kids with Down syndrome, regardless of their constitutional anomalies and their extra scientific difficulties, will be understood from a normative developmental framework. The contributions, all of that are in line with the newest theories and study, display that the appliance of a developmental standpoint to the examine of teenagers with Down syndrome sheds gentle at the universality of ontogenetic sequences, phases, and constructions, and highlights the respective roles of organic, perceptual-cognitive, linguistic, social, and emotional components within the developmental procedure. eventually, it really is proven that the appliance of a developmental standpoint will recommend age and stage-appropriate interventions for Down syndrome youngsters and their households. this can be an appropriate e-book for psychologists, psychiatrists, distinct schooling lecturers, pediatricians, and different scientific researchers drawn 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
1977). A review of recent progress in research. Pathobiological Annuals, 7, 257303. , & Ganiban, J. (in press). The organization and coherence of developmental processes in infants and children with Down syndrome. In R. M. Hodapp, J. A. Burack, & E. ), Issues in the developmental approach to mental retardation. New York: Cambridge University Press. , & Pogge-Hesse, P. (1982). Possible contributions of the study of organically retarded persons to developmental theory. In E. Zigler & D. ), Mental retardation: The developmentaldifference controversy.
We now turn to these inadequately specified areas and to their elaborations in expanded developmental theory. Expanded Developmental Theory The two major contributions of expanded developmental theory involve its emphasis on the "whole child" and its elaboration of both the temporal and ecological aspects of the child's environment. These two contributions help to round out classical developmental theory, but they do not replace it. As we hope to demonstrate below, the issues of development in noncognitive areas and the nature of the environment were at times addressed by Piaget and Werner.
We believe that agreeing with the philosophy of these parents, as well as that of the many scientists in the area who also have begun to use this term, is essential. On a more personal note, we would like to thank all of the children with Down syndrome and their parents who have participated in our research in Pittsburgh, MinneapolisSt. Paul, and Boston over the years. We feel privileged to have gotten to know them (some extremely well), and feel that our lives are richer as a result. We wish them continuing happiness in their lives together.
Children with Down Syndrome: A Developmental Perspective by Dante Cicchetti, Marjorie Beeghly