Strategie di apprendimento mediato in famiglie aventi bambini con disabilità: una rivista della letteratura esistente
DOI:
https://doi.org/10.7346/-feis-XX-02-22_01Parole chiave:
Bambini, Genitori, Esperienza di Apprendimento Mediato, Feuerstein, DisabilitàAbstract
Lo scopo della presente revisione della letteratura esistente è identificare i modelli e discutere le prospettive chiave che esplorano le strategie di apprendimento mediato nelle famiglie con bambini con disabilità, analizzando studi empirici pubblicati dal 2000 al 2021. Un'analisi tematica induttiva ha portato a quattro prospettive chiave: (1) genere, atteggiamenti e conoscenze del mediatore, (2) ambiente domestico e considerazioni culturali, (3) attività e strumenti di valutazione e (4) mediazione con i bambini piccoli per migliorare lo sviluppo del linguaggio. Nel complesso, questo studio ha rivelato (1) una mancanza di articoli che discutano, indaghino ed esaminino l'esperienza di apprendimento mediato con bambini con disabilità in famiglia; (2) una presentazione insufficiente del ruolo del padre come mediatore; (3) la necessità di considerare gli aspetti culturali e (4) l'importanza di utilizzare la mediazione nel gioco libero e nelle situazioni quotidiane. Sulla base dei risultati, vengono suggerite nuove linee di ricerca futura.
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Copyright (c) 2022 Francesca Granone, Martin Stokke, Sandra Damnotti, Chiara Cicco
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