Developmental Domains

Abstract

Traditional conceptualizations of developmental domains have served as the foundation for developing assessment instruments, constructing curriculum guides, and designing instructional materials in early intervention. But, such measurement procedures and learning activities fail to provide an integrated understanding of the development of children, especially young children with disabilities. In this paper, the authors discuss a need for more extensive discussion about child development among early interventionists and argue for the adoption of an integrated theory of child development to inform professional practice. They assert that integrated perspectives of development will advance the history of early intervention by promoting the best possible programming for children with disabilities and their families.