Learning processes and personality development in deaf children

Nordén, Kerstin; Preisler, Gunilla; Heiling, Kerstin; Hülphers, E.; Tingstedt, Anna L.

doi:10.1097/00004356-198109000-00015

Cited by 10 publications

(2 citation statements)

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“…The idea that sign language could hinder the development of speech, which is still sometimes held, is by no means valid (Marshark 1993). Studies from the two last decades in particular, have clearly shown the positive effects of sign‐language learning in deaf children with respect to the children's communicative, socioemotional development as well as language learning in general and cognitive development (Nordén et al. 1981; Heiling 1995; Preisler & Ahlström 1997; Preisler 1999).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…The hearing loss is seldom a serious obstacle to communication until the age when hearing children normally begin to talk. If habilitation of the deaf child focuses on the use of communicative signals that are suited to auditory perception and therefore difficult to interpret visually, mutual understanding is often impeded, and breakdowns in communication become the rule rather than the exception causing language development to stall (Nordén et al 1981;Preisler 1983;Heiling 1995). Several studies of toddlers or preschoolers have shown that hearing parents using an oral/aural approach in communication use more directives and different control techniques in interaction with their deaf child (Schlesinger & Meadow 1972;Meadow-Orlans 1987).…”

Section: Early Communication In Deaf Childrenmentioning

confidence: 99%

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A psychosocial follow‐up study of deaf preschool children using cochlear implants

Preisler

Tvingstedt

Ahlström

2002

Child

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The aim of the study was to explore patterns of communication between 22 children with cochlear implants (CI) and their parents, teachers and peers in natural interactions over a 2-year period. The children, between 2 and 5 years old when implanted, had used the implant between 1 and 3.5 years at the end of the study. Analyses of videorecorded interactions showed that meaningful oral communication was more easily obtained in the home setting than in the preschool setting. Patterns of communication between parent-child, content and complexity of dialogues, quality of peer interactions, communicative styles of adults, and the use of sign language in communication turned out to be important factors when explaining the result of the CI on the individual child's development. The children with the best oral skills were also good signers.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Early Communication In Deaf Childrenmentioning

confidence: 99%

A psychosocial follow‐up study of deaf preschool children using cochlear implants

Preisler

Tvingstedt

Ahlström

2002

Child

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The Function of Vocalization in Early Parent—Blind Child Interaction

Preisler

Palmer

1986

Precursors of Early Speech

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Sign language for hard of hearing children — A hindrance or a benefit for their development?

Preisler

Ahlström

1997

Eur J Psychol Educ

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In 1981, sign language was declared an official language in communication with and education ofdeaf children in Sweden. Today, the debate is focused on language communication for hard of hearing children. In order to describe patterns of interaction between hard of hearing and deafchildren as well as between hard ofhearing children, a longitudinal, qualitative study was conducted. Twenty-seven children, .2 and 7 years of age, participated. Fifteen were deaf, twelve hard of hearing. Video-recorded observations were made at three daycare centres during a two year period.Observations were made in natural interactional settings. The results showed that the use of a language code that was easy for the children to produce as well as to perceive enabled them not only to take part in dialogues and to share experiences with others, but also had positive consequences for their playas well as their social and emotional development. A child-centered and supportive communicative style of the adults, in combination with a positive attitude towards fantasy and role plays seemed to promote the children's overall development, as contrasted to an adult-centered and directive communicative style where language per se was infocus.

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Learning processes and personality development in deaf children

Cited by 10 publications

References 0 publications

A psychosocial follow‐up study of deaf preschool children using cochlear implants

A psychosocial follow‐up study of deaf preschool children using cochlear implants

The Function of Vocalization in Early Parent—Blind Child Interaction

Sign language for hard of hearing children — A hindrance or a benefit for their development?

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