The Interactional Context of Deaf Mother-Infant Communication

Erting, Carol; Prezioso, C.; Hynes, M. O’Grady

doi:10.1007/978-3-642-74859-2_9

Cited by 84 publications

(36 citation statements)

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“…Usually, reciprocal interaction routines are created because mothers apply intentions to their babies' behaviors, approaching them as conversation turns (Dunham & Dunham, 1995;Kaye & Charney, 1981;Meltzoff & Gopnik, 1993;Messer, 1994;Snow, 1979). Deaf mothers of deaf children assign intentions more to nonverbal behaviors with more pronounced nonverbal reactions, such as more body language, gesture, positive facial expression, and smiling (Erting, Prezioso, & O'Grady Hynes, 1990;Harris, 2001;Koester, 1992Koester, , 1995Koester, Brooks, & Karkowski, 1998;Koester et al, 2000;Maestas y Moores, 1980;Meadow-Orlans, MacTurk, Prezioso, Erting, & Day, 1987;Reilly & Bellugi, 1996;Smith-Gray & Koester, 1995).…”

Section: The Early Use Of Visual-tactile Communication Strategies By mentioning

confidence: 99%

“…Deaf mothers of deaf infants are likely to respect their infants looking away at something else in the surrounding by waiting for the child's attention without intervening and comment about the child's immediately preceding attention when he or she looks back at her (Erting et al, 1990;Harris, 2000Harris, , 2001Jamieson, 1994a;Koester et al, 1998;Smith-Gray & Koester, 1995;Spencer & Gutfreund, 1993;Spencer et al, 1992). This sequential timing of language input seems to be an adjustment to the children's need to get both environmental and linguistic information through the visual channel and increases the likelihood that the expressed intentions are perceived (Swisher, 1991(Swisher, , 1992(Swisher, , 2000.…”

Section: The Early Use Of Visual-tactile Communication Strategies By mentioning

confidence: 99%

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The Impact of Visual Communication on the Intersubjective Development of Early Parent-Child Interaction With 18- to 24-Month-Old Deaf Toddlers

Loots

Devise

Jacquet

2005

Journal of Deaf Studies and Deaf Education

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This article presents a study that examined the impact of visual communication on the quality of the early interaction between deaf and hearing mothers and fathers and their deaf children aged between 18 and 24 months. Three communication mode groups of parent-deaf child dyads that differed by the use of signing and visual-tactile communication strategies were involved: (a) hearing parents communicating with their deaf child in an auditory/oral way, (b) hearing parents using total communication, and (c) deaf parents using sign language. Based on Loots and colleagues' intersubjective developmental theory, parent-deaf child interaction was analyzed according to the occurrence of intersubjectivity during free play with a standard set of toys. The data analyses indicated that the use of sign language in a sequential visual way of communication enabled the deaf parents to involve their 18-to 24-month-old deaf infants in symbolic intersubjectivity, whereas hearing parents who hold on to oral-only communication were excluded from involvement in symbolic intersubjectivity with their deaf infants. Hearing parents using total communication were more similar to deaf parents, but they still differed from deaf parents in exchanging and sharing symbolic and linguistic meaning with their deaf child.Although most researchers emphasize the importance of synchrony, reciprocity, contingency, and joint involvement during parent-infant interactions, studies on early parent-deaf child interaction mostly concentrate on the individual behaviors of caregivers and/or children as the unit of analysis, rather than focusing on the dynamic quality of the interaction itself. Much research has been directed towards identifying the characteristics of hearing and deaf mothers or their deaf infants that affects the nature of their interaction, or the infants' later development, or both. Apart from some studies that used rating scales to assess the quality of the mother-deaf child dyadic unit as a whole

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Section: The Early Use Of Visual-tactile Communication Strategies By mentioning

confidence: 99%

Section: The Early Use Of Visual-tactile Communication Strategies By mentioning

confidence: 99%

The Impact of Visual Communication on the Intersubjective Development of Early Parent-Child Interaction With 18- to 24-Month-Old Deaf Toddlers

Loots

Devise

Jacquet

2005

Journal of Deaf Studies and Deaf Education

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“…Assim, as experiências lingüísticas da criança surda, exposta à língua de sinais desde o seu nascimento e processadas, portanto, na modalidade espaço-visual, podem ser comparadas à aquisição das línguas orais. De fato, inúmeras pesquisas evidenciam que, o contexto lingüístico no qual a criança surda está inserida, influencia diretamente sua aquisição da linguagem, do mesmo modo como ocorre com a criança ouvinte (ver, por exemplo, Bellugi, O´Grady, & LilloMartin, 2002;Boyes Braem, 2002;Erting, Prezioso, & O'Gragy Hynes, 2002;Pettito, 2002;Pizzuto, 2002e Reilly, McIntire, & Bellugi, 2002. Mais especificamente, Erting et al (2002), defendem que, a criança surda quando exposta à língua de sinais desde o seu nascimento, participa de uma "cultura visual" como um primeiro meio de comunicação, que eles denominam de viso-gestual.…”

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“…De fato, inúmeras pesquisas evidenciam que, o contexto lingüístico no qual a criança surda está inserida, influencia diretamente sua aquisição da linguagem, do mesmo modo como ocorre com a criança ouvinte (ver, por exemplo, Bellugi, O´Grady, & LilloMartin, 2002;Boyes Braem, 2002;Erting, Prezioso, & O'Gragy Hynes, 2002;Pettito, 2002;Pizzuto, 2002e Reilly, McIntire, & Bellugi, 2002. Mais especificamente, Erting et al (2002), defendem que, a criança surda quando exposta à língua de sinais desde o seu nascimento, participa de uma "cultura visual" como um primeiro meio de comunicação, que eles denominam de viso-gestual. Esta interação favorece a atenção da criança para as atividades que ocorrem em seu campo visual, e para os sinais utilizados na interação mãe-bebê, o que favorece, por sua vez, uma interação mais ativa com o ambiente, além de estabelecer a socialização com base na linguagem viso-gestual, por meio de um processo de construção de esquemas comunicativos (Caselli, 2002).…”

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Pensamento e linguagem: a língua de sinais na resolução de problemas

Fávero¹,

Pimenta²

2006

Psicol. Reflex. Crit.

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“…Another contributing factor is the issue of language access. Deaf and hard of hearing students do not receive necessary early access to a visual language, sign language (Easterbrooks & Baker, 2002;Andrews, Leigh, & Weiner, 2004;Chamberlain & Mayberry, 2000;Goldin-Meadow & Mayberry, 2001;Hoffmeister, 2000;Erting, Prezioso, O'Grady-Hynes, 1990;Anderson, 2006). Regardless of research that validates the needs of deaf and hard of hearing students, current schools and programs that serve deaf and hard of hearing students within a hearing continuum struggle to provide the necessary support for those students to transition to laterliteracy success (Mayer, 2007;Kyle & Harris, 2011).…”

Section: Problem Statementmentioning

confidence: 99%

Reading me back into school : successful deaf and hard of hearing readers in the mainstreamed setting

Offreda¹

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The purpose of this narrative inquiry was to explore the experiences of adult deaf and hard of hearing people as they learned how to successfully read in a mainstreamed setting. The qualitative approach allows for deeper insight into the perspectives of the learner, as these adults reflected on their childhood experiences of literacy development and shared their personal, yet strikingly similar, stories of triumph. Linguistic and cultural narratives are presented, with a focus on the language use of the deaf community versus the hearing community, and on how much support subjects received in terms of access to language, especially in a hearing environment. The theoretical framework is shaped by sociocultural theory and focuses on the importance of social interaction, society's influence on each individuals' development, cultural beliefs and attitudes that influence learning, and the environment of the learning process. Unpacking complex issues through narrative inquiry provides a lens into issues that deaf and hard of hearing students face as learners. The investigations in this study tap into those complex issues of history, culture, and language of the deaf community, and may be used as a source of inspiration and guidance for future policy discussions.

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The Interactional Context of Deaf Mother-Infant Communication

Cited by 84 publications

References 0 publications

The Impact of Visual Communication on the Intersubjective Development of Early Parent-Child Interaction With 18- to 24-Month-Old Deaf Toddlers

The Impact of Visual Communication on the Intersubjective Development of Early Parent-Child Interaction With 18- to 24-Month-Old Deaf Toddlers

Pensamento e linguagem: a língua de sinais na resolução de problemas

Reading me back into school : successful deaf and hard of hearing readers in the mainstreamed setting

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