Home-Based Peer Social Networks of Young Children With Down Syndrome: A Developmental Perspective

Abstract

Numerous dimensions of the peer social networks of children with Down syndrome were examined within a developmental framework. Results revealed that for many key measures, particularly involvement in play, linkages to other settings, and control of play, children with Down syndrome have less well-developed peer networks even in comparison to a mental age matched group of typically developing children. This suggests both an absence of any social advantage in the peer context for children with Down syndrome and the existence of unusual difficulties that may be traced to underlying problems in peer-related social competence. The need for future observational studies of peer interactions for this group of children was emphasized.The social networks of young typically developing children gradually expand to include increasing numbers of peers throughout the preschool years. The contexts for these relationships vary considerably and include informal contacts with individual children in home or community settings as well as contacts that occur in more structured activities, such as organized playgroups, preschools, or child care. Parents eagerly support the formation of these peer social networks (Ladd & Pettit, 2002) and attach considerable importance to their young child's emerging relationships with their peers (Mize, Pettit, & Brown, 1995). It is usually within these peer social networks that young children form preferences for and establish regular contact with one or more children, thereby forming early friendships characterized by varying degrees of reciprocity, mutuality, and shared affect (Rubin, Coplan, Chen, Buskirk, & Wojslawowicz, 2005). The emergence of these peer networks constitutes an important index of children's social integration within their communities and provides opportunities for children to further develop their social skills (Newcomb & Bagwell, 1995, 1996.Mothers of young children with developmental (cognitive) delays also attach considerable importance to and actively help establish their children's peer social networks (Booth, 1999;Guralnick, Connor, & Hammond, 1995). Nevertheless, even when considering contacts with peers that occur in home settings, the peer social networks of young children with developmental delays are more limited than those of similar age typically developing children (Guralnick, 1997;Lewis, Feiring, & Brooks-Gunn, 1988;Stoneman, Brody, Davis, & Crapps, 1988). Although many factors are at work, including negative attitudes towards individuals with disabilities, these peer social network limitations appear to be related to the unusual and pervasive peer social competence difficulties exhibited by this group of children (see Guralnick, Hammond, Connor, & Neville, 2006). In fact, evidence suggests that children with delays exhibit difficulties in peer competence even beyond those that would be expected based on their cognitive levels (Guralnick, 1999a(Guralnick, , 1999b.Correspondence regarding this article should be sent to Michael J. Guralnick, Center on Human ...

Peer-Related Social Competence of Young Children With Down Syndrome

“…Of note, based on teacher reports, available evidence does in fact suggest that unusual peer interaction problems are apparent in comparison to mental age-matched typically developing children when children with Down syndrome participate in these types of less structured and more complex preschool contexts (Guralnick, Connor, & Johnson, in press). Peer competence difficulties also likely account for much of the peer social network concerns noted earlier that have been regularly reported for young children with Down syndrome (e.g., Carr, 1995; Guralnick et al, 2009; Howell et al, 2007). …”

“…Related evidence for this sample does support the hypothesis that social scaffolding by playmates commonly occurs. Specifically, during dyadic play in home settings, typically developing playmates similar in chronological age were found to exert control of play more often than children with Down syndrome (Guralnick, et al, 2009). …”

“…Comparisons with playmates with these characteristics represent normative peer relationships for young children. This is the case even for children with Down syndrome as the vast majority of their playmates in home and neighborhood settings are typically developing children, although somewhat younger (Freeman & Kasari, 2002; Guralnick, et al, 2009). …”

“…In general, studies indicate that young children with Down syndrome have comparatively small peer social networks as well as less well developed linkages with peers across settings, exhibit a general absence of reciprocal friendships, and report high levels of loneliness (Byrne, Cunningham, & Sloper, 1988; Carr, 1995; Freeman & Kasari, 2002; Guralnick, 2002; Guralnick, Connor, & Johnson, 2009; Howell, Hauser-Cram, & Kersh, 2007; Sloper, Turner, Knussen, & Cunningham, 1990). …”

Introduction to the special issue: Family Support of Persons with Disabilities Across the Life Course

“…The type of support provided to family members with disabilities varies widely across age groups, as well as across disability or impairment type. For example, from birth through early childhood family caregiving uniquely includes a focus on play for parent and sibling caregivers (Guralnick, Connor, & Johnson, 2009;Kresak, Gallagher, & Rhodes, 2009). By contrast, family members caring for adults and older adults are tasked with managing medications (Erickson & LeRoy, 2015;Hodgson, Gitlin, Winter, & Hauck, 2014).…”