No 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.

This article investigates the perspectives of Norwegian early childhood educators on mathematics and higher-order thinking. Thematic analysis of the connection between mathematics and children’s higher-order thinking skills was performed based on semi-structured interviews with ten educators in three different early childhood education and care (ECEC) centres. The findings suggest that educators, recognising mathematics as vital for ECEC, associate mathematics with problem-solving, an aspect of higher-order thinking skills highlighted in the research literature. The educators identified many opportunities for working with mathematics in daily activities, in accordance with the Norwegian tradition in recent years. Our results provide insights into how mathematics can support early childhood educators’ stimulation of higher-order thinking in the Norwegian ECEC context.