Canonical analysis of parental tutoring interactions with a typically-developing toddler or young child with Down Syndrome.
Fiche publication
Date publication
septembre 2010
Auteurs
Membres identifiés du Cancéropôle Est :
Pr LEMETAYER Fabienne
Tous les auteurs :
Lemetayer F, Lanfranchi JB
Lien Pubmed
Résumé
The interactions of 36 dyads of a parent and a typically-developing child, and 36 dyads of a parent and a Down syndrome child of the same developmental age were observed as they carried out a play activity. A canonical analysis of the participants' behaviour frequencies pointed out three forms of parent-child interaction: 1. autonomy-promoting parental intervention accompanied by strong child involvement in the solving process, 2. parental substitution for the child, opposed to a more evaluative parental approach leading either to resistance by the child or greater success, and 3. constraining parental intervention leading to forced success even if the child resisted. The results did not indicate a statistically significant difference between the two populations. The possible role of parental goals is discussed in relation to Dix's (1992) theoretical view.
Référence
Annee Psychol. 2010 Sep;110(3):379-99.