Toward a suitable concept for tutoring

Abstract

Empirical studies of tutoring during the second year of life seem to have been marked by an implicit idea of causality oriented from the adult toward the child. Consequently, little attention has been paid to reciprocal relations. The study of deficiencies opens a field in which the child’s characteristics are important in the establishment of interactions and in the development of the psychological activities that are linked to them. From this perspective of analysis, this article examines the influence of the particular characteristics of children with Down syndrome (due to trisomy 21) on interaction in parental tutoring. Thirty-six parent-non deficient child dyads (14, 18 and 22 months) and thirty six parent-Down syndrome child dyads (matched to the latter in developmental age) were observed during a shape-fitting activity. Results show that the instructions given by parents of Down syndrome children are better adapted to furthering autonomy than the instructions given by parents of non deficient children. The results are discussed in terms of what may condition different types of parental help.