caa a22 4500 475789261 CHVBK 20180406123707.0 cr unu---uuuuu 170329e20000601xx s 000 0 eng 10.1007/BF03173176 doi (NATIONALLICENCE)springer-10.1007/BF03173176 Lemétayer Fabienne University of Rennes 2, France aut Toward a suitable concept for tutoring [Elektronische Daten] [Fabienne Lemétayer] 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. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 Down syndrome nationallicence Parent-child interaction nationallicence Second year of life nationallicence Trisomy 21 nationallicence Tutoring interactions nationallicence European Journal of Psychology of Education Springer Netherlands 15/2(2000-06-01), 221-233 0256-2928 15:2<221 2000 15 10212 https://doi.org/10.1007/BF03173176 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03173176 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Lemétayer Fabienne University of Rennes 2, France aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/2(2000-06-01), 221-233 0256-2928 15:2<221 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer