Development and Learning of Young Children with Disabilities : A Vygotskian Perspective / by Louise Bøttcher, Jesper Dammeyer.

By:

Bøttcher, Louise [author.]

Contributor(s):

Dammeyer, Jesper [author.]

Material type: Text

TextSeries: International Perspectives on Early Childhood Education and Development ; 13Publisher: Switzerland : Springer International Publishing : Imprint: Springer, 2016Edition: 1st ed. 2016Description: 212pContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9783319391144(eBook)
9783319391120(hbk)

Subject(s):

Additional physical formats: Printed edition:: No title; Printed edition:: No title; Printed edition:: No titleDDC classification:

O77 23 B658

Contents:

Part 1: Development With a Disability -- 1. Beyond a bio-medical and social model of disability: A cultural-historical approach -- 2. Early development (infant) -- 3. Toddler - preschool -- 4. School-age -- Part 2: Developmental and Educational Themes during Early Childhood -- 5. Impairments in sensation and perception -- 6. Emotional development and mental and behavioural difficulties -- 7. Development and Learning with specific learning impairments or intellectual disability -- 8. The centrality of communication and language development -- 9. The use of aid's -- Part 3: Creating a Future Together -- 10. Family life -- 11. Assessment of children with disabilities -- 12. Conclusion. Parents and professionals working together to support the development of the child.

Summary: This book introduces current theories and research on disability, and builds on the premise that disability has to be understood from the dialectical dynamics of biology, psychology, and culture over time. Based on the newest empirical research on children with disabilities, the book overcomes the limitations of the medical and social models of disability by arguing for a dialectical biopsychosocial model. The proposed model builds on Vygotsky's cultural-historical ideas of developmental incongruence, implying that the disability emerges from the misfit between individual abilities and the cultural-historical activity settings in which the child with impairments participates. The book is a theoretical contribution to an updated understanding of disability from a psychological and educational perspective. It focuses on the first years of the life of the child with impairment, and travels through infancy, toddler, preschool and early school age, to track the developmental trajectories of disability through the dialectical processes of cultural, social, individual, and biological processes. It discusses a number of themes that are relevant for the early development and support for children with various types and degrees of disability through the lens of Vygotsky's cultural-historical developmental theories. Some of the themes discussed are inclusion, mental health, communication, aids and family life.

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Holdings
Item type	Current library	Call number	Status	Date due	Barcode
Books	DVK Library Stack -> Third Floor -> O	O77 B658 (Browse shelf(Opens below))	Available		11070227

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Previous	O77 B469 A Textbook of Educational Psychology	O77 B469 Advanced Educational Psychology	O77 B469 Psychological Foundation of Education	O77 B658 Development and Learning of Young Children with Disabilities :	O77 B697 Methods and Strategies for Teaching Students With Mild Disabilities	O77 B847 The Graduate Psychometric Test Workbook	O77 C279 Critical Pedagogy and Marx, Vygotsky, and Freire :	Next

This book introduces current theories and research on disability, and builds on the premise that disability has to be understood from the dialectical dynamics of biology, psychology, and culture over time. Based on the newest empirical research on children with disabilities, the book overcomes the limitations of the medical and social models of disability by arguing for a dialectical biopsychosocial model. The proposed model builds on Vygotsky's cultural-historical ideas of developmental incongruence, implying that the disability emerges from the misfit between individual abilities and the cultural-historical activity settings in which the child with impairments participates. The book is a theoretical contribution to an updated understanding of disability from a psychological and educational perspective. It focuses on the first years of the life of the child with impairment, and travels through infancy, toddler, preschool and early school age, to track the developmental trajectories of disability through the dialectical processes of cultural, social, individual, and biological processes. It discusses a number of themes that are relevant for the early development and support for children with various types and degrees of disability through the lens of Vygotsky's cultural-historical developmental theories. Some of the themes discussed are inclusion, mental health, communication, aids and family life.

Description based on publisher-supplied MARC data.

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