Infants with Down Syndrome and Their Interactions with Objects: Development of Exploratory Actions after Reaching Onset

Autor/inn/en	de Campos, Ana Carolina; da Costa, Carolina Souza Neves; Savelsbergh, Geert J. P.; Rocha, Nelci Adriana Cicuto Ferreira
Titel	Infants with Down Syndrome and Their Interactions with Objects: Development of Exploratory Actions after Reaching Onset
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 34 (2013) 6, S.1906-1916 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2013.03.001
Schlagwörter	Infants; Down Syndrome; Interaction; Child Development; Comparative Analysis; Psychomotor Skills; Cognitive Development; Perceptual Development; Perceptual Motor Coordination + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Interaktion; Kindesentwicklung; Psychomotorische Aktivität; Kognitive Entwicklung; Wahrnehmungsentwicklung; Körperkoordination
Abstract	During infant development, objects and their functions are learned by means of active exploration. Factors that may influence exploration include reaching and grasping ability, object properties and the presence of developmental disorders. We assessed the development of exploratory actions in 16 typically-developing (TD) infants and 9 infants with Down syndrome (DS) after reaching onset. Infants with DS reached for and explored objects less frequently than TD infants, especially small objects. Over time, the amount of reaches increased in both groups, with no changes in the amount of exploration in the DS group. Pre-grasping actions were different across objects, but less efficient in generating action-relevant information in the DS group. These infants also performed fewer behaviors requiring complex motor skills. The results suggest that perceptual-motor abilities determine different exploratory behaviors in TD and DS infants. The reduced amount and complexity of exploratory actions may impact developmental outcome in DS. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10