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Journal of Pediatric Psychology 15(3) pp. 327-345, 1990
© 1990 Society of Pediatric Psychology

research-article

Children With Congenital Anomalies: The Preschool Period1

Rhianon Allen2, Gail A. Wasserman and Susan Seidman

Long Island University, College of Physicians & Surgeons, Columbia University

2All correspondence shoud be sent to Rhianon Allen, Department of Psychology, Long Island University, University Plaza, Brooklyn, New York 11201

To address a gap regarding the development of preschool children with physical congenital anomalies and the adaptational responses of their caretakers, 37 children with anomalies and 44 control children were assessed. Children were administered the Stanford-Binet and the Preschool Language Scale, and the children and their mothers were observed in a series of semi-structured situations. Performance on linguistic and intellectual tests was related to socioeconomic status, not to medical risk. Children with anomalies were more socially reticent and compliant than peers, and their mothers were more controlling and nonverbally active during a teaching task. Results are discussed in terms of Bell's lower-limit adaptational pattern.

Key words: congenital physical anomalies; preschool development; mother-child interaction.


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