Systems-theory view of the infant as a competent adaptive system¶

Theory · All theories
Evidence · no claims cited

Description¶

The report adopts a conceptualization of the infant and young child as a "controlled system" in constant interaction with the environment, where mutual adaptation produces a fit that enables continuing growth. The authors summarize that "systems theory emphasizes the infant's capacity for adaptation, his competence as a system, the importance of the exchange between individual and environment, and the critical nature of environmental accommodation." This framework is used to explain why handicapped children, who face more barriers and less environmental accommodation, may have disrupted affective development.

Design Implications¶

Context¶

Requirements¶

• An environment that accommodates the individual, since success of repair after disruption depends on the capacity of both individual and environment for adaptation
• An environment that makes accommodations for the individual, since adaptation involves exchange between individual and environment

Constraints¶

• The article notes handicapped children usually confront more barriers to achieving an adaptive fit, and societal labeling and segregation exacerbate transitions
• The report notes handicapped children confront more barriers to adaptive fit, including negative evaluation and environmentally forced transitions such as labeling and segregation

Target Learners¶

• infants and young children, including handicapped preschool children
• infants and young children, including handicapped preschoolers

Target Learning Objectives¶

• affective development and adaptation to the environment

Claims¶

Related Theories¶

• Five dimensions of affective development in the preschool child
• Framework of the teacher agency system: agency as multi-layered interacting subsystems
• Five-dimension framework of affective development in preschool children

Examples¶

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Key Sources¶

• Casto, Glendon; And Others. (1976). Affective Development in the Normal and Handicapped Preschool Child. Summary Report. Review and Recommendations. Exceptional Child Center, Utah State University. https://eric.ed.gov/?id=ED135163
• Casto, Glendon; Biaggio, Mary Kay; Hoagland, Victoria; Muller, Deborah. (1976). Affective Behavior in Preschool Children. Final Report. https://eric.ed.gov/?id=ED135162