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Affect, Cognition, and Play in Young Children with Down Syndrome: An Overview of Recent Research

Experimental Education Unit, Child Development and Mental Retardation Center, University of Washington, Seattle

Patricia F. Vadasy

Experimental Education Unit, Child Development and Mental Retardation Center, University of Washington, Seattle

Rebecca R. Fewell

Experimental Education Unit, Child Development and Mental Retardation Center, University of Washington, Seattle

This article summarizes the recent research literature on affective and cognitive development in young children with Down syndrome. Researchers agree that affect and cognition seem to be as closely Interrelated in children with Down syndrome as they are in nonretarded children. In addition, the overall findings indicate that, during the first two years of life, children with Down syndrome experience significant delays in regard to the development of both affective and cognitive responses. These findings have important implications for parents and educators who must select those objectives and strategies that enhance affective and cognitive development by providing opportunities for handicapped infants to react to and explore their environments, especially during play activities.

Journal of Early Intervention, Vol. 10, No. 1, 65-72 (1986)
DOI: 10.1177/105381518601000107


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