Development And Learning Of Young Children With Disabilities: A Vygotskian Perspective (international Perspectives On Early Childhood Education And Development)
by Louise Bøttcher /
2016 / English / PDF
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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.
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.
