Related Experiment Video
Updated: Aug 7, 2026
06:35
Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
Published on: April 28, 2016
Involvement with peers: comparisons between young children with and without Down's syndrome
1Center on Human Development and Disability, University of Washington, Seattle, Washington 98195-7920, USA. mjgural@u.washington.edu
Journal of Intellectual Disability Research : JIDR
|May 29, 2002
Summary
Children with Down's syndrome (DS) and their peers showed similar social involvement, despite differing maternal beliefs about inclusion. Parental strategies for peer interaction did not differ between groups.
Area of Science:
- Developmental Psychology
- Social Inclusion Studies
Background:
- Children with mild intellectual disability risk social isolation.
- Down's syndrome (DS) is a specific etiology of intellectual disability.
Purpose of the Study:
- Compare peer involvement in children with and without DS.
- Examine maternal roles in facilitating peer interactions.
- Investigate maternal beliefs regarding social inclusion.
Main Methods:
- Matched groups of young children with and without DS.
- Assessed peer involvement frequency and social network characteristics.
- Surveyed maternal arranging/monitoring of peer play and inclusion beliefs.
Main Results:
- No significant differences in peer involvement between children with and without DS.
- Maternal arranging of peer activities similarly impacted involvement for both groups.
- Mothers of children with DS reported higher inclusion benefits, but this did not influence their actions or child's involvement.
Conclusions:
- Maternal beliefs about inclusion do not directly translate to arranging peer interactions for children with DS.
- Developmental and parental adaptation factors influence social outcomes for children with DS.
- Findings challenge aetiology-specific expectations regarding peer engagement in children with DS.
More Related Videos
Related Concept Videos
01:30Socioemotional Development during Infancy
Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
Stella Chess...
Primary Temperament Types
Stella Chess...
01:23Influence of Parents and Peers on Identity
Adolescence is a pivotal period of identity formation, during which individuals begin to answer questions central to their sense of self, such as "Who am I?" and "Who do I hope to become?" Both parents and peers play critical roles in guiding adolescents through this complex developmental phase.
Parental Influence on Identity Development
Parents serve as primary guides and managers in an adolescent's life, offering support instrumental in decision-making and personal growth. This guiding role...
Parental Influence on Identity Development
Parents serve as primary guides and managers in an adolescent's life, offering support instrumental in decision-making and personal growth. This guiding role...
01:19Autism Spectrum Disorder
Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
01:25Learning Disabilities
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
Dyslexia
Dyslexia is a...
01:20Social Foundations of Self II: The Generalized Other
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
01:29Relationship with Other Adult Family Members and Siblings
Other adult family members and siblings play a crucial role in shaping children’s social and emotional development. While parents or primary caregivers are often the central figures in early attachment and socialization, other adults in a child’s life, such as grandparents, aunts, and uncles, can significantly influence developmental outcomes. These influences depend on each adult’s personality and may help compensate when a primary caregiver is emotionally distant or inconsistent. For...