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Title: |
The peer social networks of young children with Down syndrome in classroom programmes. |
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Reference: |
Journal of Applied Research in Intellectual Disabilities, 24(4), July 2011, pp.310-321. |
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ISSN paper: |
1360-2322 |
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ISSN online: |
1468-3148 |
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Abstract: |
Young children with developmental delays may experience difficulties interacting with their peers. The aim of this study was to examine the nature and characteristics of the peer social networks of young children with Down syndrome in classroom settings. The participants were 27 children with Down syndrome aged 54-83 months, and 2 comparison groups of typically developing children matched by chronological age and mental age. Teachers provided assessments of the children’s behaviour problems, social skills, peer relations, peer social networks in school, and the role of the teacher in supporting the child’s play. The findings showed similar patterns for all 3 groups for most peer social network measures. In particular, comparison to the group matched by mental age, showed the network size, frequency and amount of time children played together, and the quality of play were all similar. Nevertheless, group differences were obtained for measures of teacher assistance and peer interactions in unstructured situations. Children with Down syndrome were judged to be more asocial overall that typically developing children matched on mental age. The article concludes that, despite the positive pattern of peer social network measures obtained in this study, fundamental problems in peer competence likely exist for this group of children. The positive patterns appeared to be related in part to the special efforts of teachers to support children’s peer social networks. |
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Format: |
article; |
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Topics: |
child development; Downs syndrome; interpersonal relationships; peer groups; play; school children; social networks; teachers; |
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Record ID: |
www.scie-socialcareonline.org.uk/profile.asp?guid=aca51f11-aee9-412d-b89b-c00b861dc420 |
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