Mothers’ Perception about Mediated Learning Strategies Used in the Home Environment for Supporting the Transfer Ability in Children with Down Syndrome: An Exploratory Investigation

Francesca Granone, Martin Stokke, Sandra Damnotti, Chiara Chicco and Enrico Pollarolo
Additional contact information
Francesca Granone: Department of Early Childhood Education, University of Stavanger, 4021 Stavanger, Norway
Martin Stokke: Department of Teacher Education, Art and Culture, Nord University, 8049 Levanger, Norway
Sandra Damnotti: International Center for Studies on Educational Methodologies (ICSEM), 10121 Torino, Italy
Chiara Chicco: Mediation Azione per la Ricerca sulla Ristrutturazione Cognitiva e l’Apprendimento Mediato (ARRCA), Via dei Mille, 48, 10123 Torino, Italy
Enrico Pollarolo: Norwegian Centre for Learning Environment and Behavioral Research in Education, University of Stavanger, 4021 Stavanger, Norway

Disabilities, 2022, vol. 2, issue 2, 1-16

Abstract: Down syndrome (DS) is the most identified genetic form of disability. Individuals with DS have cognitive and linguistic impairments that vary from severe to mild, although they may show strengths in imitation, social learning, and the use of body language. Many studies have shown that early interventions for sustaining the development of children with DS (physically, linguistically, and cognitively) provide important results, enhance their abilities, and improve their life. Children with DS benefit when supported in their linguistic and cognitive development in the family context, for example, through the ability to compare and relate objects or situations (i.e., transfer competence). Although many studies have shown mediated learning strategies applied in a home environment to enhance children’s analogical, analytical, or inferential thinking, including for people with disabilities, there remains a lack of studies of these strategies for children younger than three years of age. This is in contrast with studies that present analogical thinking (i.e., transfer ability) as one of the fundamental approaches developed before the age of three. The present study aims to highlight mothers’ perceptions about mediated learning strategies used in the home environment to support the transfer ability in children with DS. Five mothers of children with DS who were younger than 3 years of age were involved in the project. They carried out two activities with their child, participated in an online workshop, and answered a questionnaire. The questionnaire’s answers were subjected to thematic analysis. This analysis revealed four main themes: motivation for learning and applying mediational strategies in a family environment, mediational styles applied during activities, language and cognition, and the family as a part of the educational environment. Based on the findings, new lines of future research are suggested.

Keywords: mothers; children with Down Syndrome; Feuerstein; mediation; transfer ability; cognitive functions; linguistic and cognitive skills (search for similar items in EconPapers)
JEL-codes: I (search for similar items in EconPapers)
Date: 2022
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