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Self-concept in children with Down syndrome.

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Children with Down syndrome (DS) preferred dolls resembling typically developing peers and attributed more positive qualities to them. They also identified more with the non-DS doll, indicating complex self-perception challenges.

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Area of Science:

  • Developmental Psychology
  • Clinical Psychology
  • Genetics

Background:

  • Self-concept is crucial for quality of life.
  • Limited research exists on self-concept in children with Down syndrome (DS).
  • Understanding self-perception in DS is vital for support and intervention.

Purpose of the Study:

  • To develop and apply a novel method for assessing self-concept in children with DS.
  • To investigate how children with DS perceive themselves in relation to dolls representing typical development and DS features.
  • To explore factors influencing self-perception, such as age and self-awareness.

Main Methods:

  • Fifty-four children with DS participated in play sessions with two dolls (typically developing and DS-featured).
  • Interviews assessed doll preference, perceived resemblance, and attribution of positive qualities.
  • Analysis considered age, gender, IQ, and self-awareness.

Main Results:

  • Children with DS consistently preferred the typically developing doll.
  • More positive qualities were attributed to the typically developing doll.
  • Participants identified more with the typically developing doll than the DS doll, with older children showing more self-recognition.

Conclusions:

  • Children with DS demonstrated a preference for typically developing representations over DS-specific ones.
  • Findings suggest a complex self-concept influenced by societal perceptions and phenotypic differences.
  • This study offers insights into the self-perception of individuals with Down syndrome and their disability.