ERIC Number: ED079908
Record Type: RIE
Publication Date: 1973-Jan
Reference Count: 0
Two Basic Considerations in Utilizing Mothers as Tutors of Their Very Young Retarded or Potentially Retarded Children. Occasional Paper #12.
The paper reviews studies showing positive and negative effects of maternal tutoring on retarded and potentially retarded infants and children. Results of one of the studies reviewed, on the effects of mother-child interaction on exploratory behavior of Down's syndrome infants (1 1/2 to 3 years of age), indicate that normal and retarded children spend more time exploring objects when the mother is interactive than when she is neutral. Results of a Project EDGE study reveal that Down's syndrome children, 2 1/2-years-old, previously tutored for 18 months, could identify more curriculum and noncurriculum objects than nontutored mongoloid children. A conclusion based on the research reviewed suggests that maternal tutoring is effective in promoting receptive language development and exploratory behavior. Negative effects considered are mother discomfort in the tutoring role and overzealousness or overstimulation, which may be deleterious to intellectual development. Cited are studies to show that quiet, intimate mother-child interactions relate positively and consistently to the child's intellectual development, that use of a training hierarchy permits a child to assert his own problem solving ability, and that arrangement of appropriate tasks and materials maximizes the child's chance for mastery. (MC)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Research, Development, and Demonstration Center in Education of Handicapped Children.