Infant foundations in Down syndrome: early constraints on cognitive skill acquisition

Abstract In this review, we examine how early presentations in infants with Down syndrome may constrain experiences and initiate developmental cascades that contribute to challenges with cognitive skill acquisition. We examine three candidate areas that are hypothesized to influence cognitive skill acquisition in infants with Down syndrome: early motor, communication, and regulatory foundations. For each of these areas, there is empirical support for a unique presentation during the earliest stages of development in Down syndrome. We discuss how these early presentations may serve as constraints during infancy that lead to specific developmental cascades. We also address the translational relevance of early infant science for treatment and intervention in Down syndrome.