Multi-Level and Ecological Models of Developmental Coordination Disorder

Abstract

In order to explain the difficulties experienced by children with Developmental Coordination Disorder (DCD), and to indicate ways forward for intervention, two overlapping ecological models are described. The first examines a bio-ecological model that explains and promotes the participation of children with DCD into physical activity. This model involves a nested set of concepts of the environment moving from the wider social environmental and policy context to the narrower child-person interaction. The second, a model based upon the transaction of perception and action, is one that explains the performance and learning of the child once they are in a participatory context, drawing upon the concept of movement taking place in a meaningful environment that is rich enough to invite appropriate action. Both models offer optimism, based upon the principle that the environment can be changed to one that is more meaningful to the child, allowing maximum participation and skill learning.