Development and Learning of Young Children with Disabilities
A Vygotskian Perspective
Authors: Boettcher, Louise, Dammeyer, Jesper
Free Preview- Overcomes the limitations of medical and social models of disability
- Introduces Vygotsky’s cultural-historical ideas of developmental incongruence and uses it to reinterpret recent research
- Uses Vygotsky’s defectology to disentangle developmental psychology themes for children with and without disabilities
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- About this book
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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.
- Table of contents (9 chapters)
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Beyond a Biomedical and Social Model of Disability: A Cultural-Historical Approach
Pages 3-23
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Unfolding Time in the Cultural-Historical Model of Disability
Pages 25-45
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Development of the Infant with Disability
Pages 49-66
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The Toddler and Preschool Child with Disabilities: Becoming a Social Agent
Pages 67-91
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Development in Primary School Age for Children with Disabilities
Pages 93-109
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Table of contents (9 chapters)
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Bibliographic Information
- Bibliographic Information
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- Book Title
- Development and Learning of Young Children with Disabilities
- Book Subtitle
- A Vygotskian Perspective
- Authors
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- Louise Boettcher
- Jesper Dammeyer
- Series Title
- International Perspectives on Early Childhood Education and Development
- Series Volume
- 13
- Copyright
- 2016
- Publisher
- Springer International Publishing
- Copyright Holder
- Springer International Publishing Switzerland
- eBook ISBN
- 978-3-319-39114-4
- DOI
- 10.1007/978-3-319-39114-4
- Hardcover ISBN
- 978-3-319-39112-0
- Softcover ISBN
- 978-3-319-81820-7
- Series ISSN
- 2468-8746
- Edition Number
- 1
- Number of Pages
- XIII, 212
- Number of Illustrations
- 1 b/w illustrations, 3 illustrations in colour
- Topics
