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Intégration sociale à la garderie des enfants socio culturellement déficients: Le rôle des habiletés cognitives et de l'attachement mère-enfant
| Content Provider | Semantic Scholar |
|---|---|
| Author | Moss, Ellen Parent, Sophie Gosselin, Catherine |
| Copyright Year | 1992 |
| Abstract | Studies of the social integration of children with intellectual deficiencies have been limited by researchers' preoccupation with predicting adaptation as a function of level of cognitive functioning (IQ). This approach can be criticized since IQ alone is an inadequate predictor of problems in school adaptation. Few studies have verified if socio-affective characteristics of the child or the caretaking environment (other than institutionalization) interact with IQ in predicting adjustment. Moreover, there has been little focus on the preschool period. The quality of mother-child attachment has been identified as playing an important role in the development of externalizing and internalizing disorders for normal populations. According to the similar-sequence hypothesis of development, we can predict that attachment should play a similar role in the development of children with intellectual deficiencies. The objective of this study is to compare the adaptation of cultural-familial retarded children to the daycare setting as a function of security of attachment with mother. Results indicate that the low-IQ group is generally perceived by their teachers as having little difficulty with respect to social integration in the preschool setting. The role of attachment in predicting social integration could not be clearly interpreted from the results of this study owing to methodological problems related to the use of the Q-Sort Attachment procedure with cultural-familial retarded populations. RESUME Les etudes sur l'integration sociale des enfants deficients se sont limitees traditionnellement a la prediction de 1'adaptation au milieu scolaire a partir du niveau de fonctionnement intellectuel (QI). Deux critiques peuvent etre adressees a ces etudes. Premierement, le QI semble constituer un predicteur insuffisant des difficultes d'adaptation scolaire. Deuxiemement, peu d'etudes ont cherche a verifier si, des l'âge prescolaire, des caracteristiques de nature sociale moins extremes que l'institutionnalisation interagissent avec le QI pour favoriser l'integration sociale ulterieure des enfants deficients. A cet egard, les travaux sur l'attachement mere-enfant ont demontre que, chez les populations d'enfants non-deficients, ce facteur joue un role important dans l'apparition de problemes de comportements interiorises ou exteriorises. Selon l'hypothese des sequences similaires de developpement, on peut supposer que l'attachement joue le meme role chez les enfants deficients. Le but de cette etude est de comparer l'adaptation sociale a la garderie d'enfants socioculturellement deficients a celle d'un groupe normatif, en fonction de la securite de leur attachement mere-enfant. Les resultats indiquent que les enfants socio-culturellement deficients eprouvent peu de difficultes a s'adapter a la garderie comparativement a leurs pairs non-deficients. Le role de l'attachement pour predire l'integration sociale du groupe deficient ne peut etre interprete clairement, en raison de problemes methodologiques lies a l'utilisation de la methode Q-Sort avec cette population particuliere. |
| File Format | PDF HTM / HTML |
| Volume Number | 27 |
| Alternate Webpage(s) | http://mje.mcgill.ca/article/download/8062/5990 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
