Compare and contrast the Developmental or Maturational Perspective to the Developmental-Cognitive Perspective. What limitations exist in both approaches regarding curriculum development for young children with delays or disabilities?
What will be an ideal response?
The developmental or maturational model focuses on children's typical development in skills such as physical, adaptive, social, and communication and language. It assumes that children develop these skills in a fairly predictable sequence. For example, children will learn to roll over, sit, crawl, and then walk and run in that sequence. For children with delays or disabilities, this model assumes that they can be taught the same skills, although at a slower rate. A developmental-cognitive approach assumes much of the same ideas but focuses on cognitive development; that is, children will experience cognitive growth in a fairly predictable pattern. Both approaches have been criticized for their lack of focus on functional skills for children with delays or disabilities. Many children with delays and disabilities are lacking in other skills such as fine or gross motor skills or communication skills; thus, a developmental or developmental-cognitive curriculum has limited usefulness for young children with delays or disabilities.
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