Development of Symbolic Play in Visually Impaired Young Children

Rogers, Sally J.; Puchalski, Carol B.

doi:10.1177/027112148400300410

Cited by 38 publications

(31 citation statements)

References 8 publications

(4 reference statements)

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“…A review of literature suggests children who are blind have deficits in play and these deficits are related to delays in several social and emotional domains (D'Allura, 2002;Erwin, 1994;Fraiberg, 1977;Fraiberg, Smith, Adelson, 1969;Rogers & Puchalski, 1984). Significant areas of delay are the areas of play and social interaction as well as development of self and self-awareness (Rettig, 1994).…”

Section: Cognitionmentioning

confidence: 99%

“…Language has many functions including communication, social interaction categorization and organization of thought (Pring, 2005). Language development may be impacted immediately at birth if a child has no vision to establish eye contact with primary caregivers, a critical factor in attachment and socialization process (Fraiberg, 1977;Preisler, 1995;Rogers & Puchalski, 1984;Troster & Brambring, 1992). "Preverbal communication, particularly imitation and social reciprocity, is highly dependent on vision, as infants and parents learn to read and respond to each other, both socially and verbally, through visual observation and attention" (Hatton et al, 1997, p. 788).…”

Section: Cognitionmentioning

confidence: 99%

“…Researchers suggest they ask more questions to further their understanding of the environment, to gain information or to gain assurance before attempting an action (Fraiberg & Adelson, 1973;Rettig, 1994;Rogers & Puchalski, 1984). Children who are blind also use the strategy of asking questions to maintain open lines of communication with adults (Rettig, 1994).…”

Section: Cognitionmentioning

confidence: 99%

“…Limited incidental learning and lack of access to nonverbal language cues including eye contact, gestures and facial expressions are factors that influence the delay of oral language for children who are blind (Erickson & Hatton, 2007;Fraiberg, 1977;Preisler, 1995;Rogers & Puchalski, 1984). Researchers suggested caregivers and teachers can support oral language development by providing child who are blind detailed and explicit descriptions of events, direct teaching of concepts and providing extensive real life experiences exposure to tangible objects (Warren & Hatton, 2003; Wormsley & D'Andrea, 1997).…”

Section: Readiness and Children Who Are Blindmentioning

confidence: 99%

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An Examination of School Readiness: How Is the Construct Defined for Children Who Are Blind?

McConachie¹

2000

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An increased focus on school readiness exists as students enter public school for the first time. Given unique challenges for students who are blind and use braille, school readiness in the transition to and preparation for kindergarten is even more critical to their future academic success. If children who are blind and use braille as their primary learning medium have the necessary school readiness skills entering kindergarten, they will be better prepared to participate in the academic classroom. There is a need for additional research to illuminate the skills needed for school readiness for children who are blind and use braille so programs can tailor their resources to provide appropriate instruction and intervention. The purpose of this research is to describe and explain how

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Section: Cognitionmentioning

confidence: 99%

Section: Cognitionmentioning

confidence: 99%

Section: Cognitionmentioning

confidence: 99%

Section: Readiness and Children Who Are Blindmentioning

confidence: 99%

See 2 more Smart Citations

An Examination of School Readiness: How Is the Construct Defined for Children Who Are Blind?

McConachie¹

2000

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“…However, he also pointed out that symbolic play acquisitions, and thus the symbolic thinking and cognitive development of VI children from birth, might be negatively affected due to the fact that VI children are unable to use their vision in reaching stimulants within the real world (Piaget, 1970). In another study highlighting the disadvantageous situations of VI children regarding their play skills, Fraiberg (1977) stated that in his observations of VI children playing with baby dolls, VI children could not be seen playing with them before their 36th month (as cited in Rogers & Puchalski, 1984). Contrary to Fraiberg's study, Rogers and Puchalski 's studies (1984) suggest that a 30-month-old VI girl was determined to have not only made her baby doll have a bath, but was also seen to have made a shoe have a bath and then dried it as if it had been a baby.…”

mentioning

confidence: 99%

Teaching Play Skills to Visually Impaired Preschool Children: Its Effect on Social Interaction

2015

EDUC SCI-THEOR PRACT

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The aim of this study is to assess the effects that teaching visually impaired (VI) preschool children play skills has on their abilities to initialize and respond to social interactions with their typically developing (TD) peers in a reverse mainstreaming preschool class. The subjects of the study were three female VI students regularly attending a preschool classroom. Based on their teacher's comments, all children were limited in their ability to initiate and maintain social initiations and in their ability to respond to social interaction initialized by their peers. Play skills were taught to the target students using direct teaching methods through small group arrangements outside the class. The study was conducted using a multiple probe design using probe sessions across subjects in order to determine the impact of play skills taught through direct instruction on the social interactions of children in the class. Visual and non-parametric analyses showed that the play skills taught are effective in increasing the target VI students' abilities to initiate interactions with their peers and in increasing their response behaviors. In addition, the target students not only generalized the interaction behaviors that they had learned to a girl of their own age, but they also retained what they had learned 2 and 3 weeks after the completion of the implementations.

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