The Play Behavior of Hearing-Impaired Kindergarten Children

Cornelius, Georgianna; Hornett, Danielle

doi:10.1353/aad.2012.0542

Cited by 13 publications

(14 citation statements)

References 11 publications

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“…Play interactions among young children have been recognized as a significant component of normal child development (Cornelius & Hornett, 1990;Hartup, 1978;Higginbotham & Baker, 1981;Esposito & Koorland, 1989). Further, play has been linked to problem-solving, coping skills, and creative thinking, as well as the development of language (Johnson, Christie, & Yawkey, 1987).…”

Section: Evaluation Of Play Behaviors As a Means Of Understanding A Dmentioning

confidence: 99%

Filial Therapy with Teachers of Deaf and Hard of Hearing Preschool Children.

Smith¹,

Landreth²

2004

International Journal of Play Therapy

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This study examined the effectiveness of filial therapy with teachers of deaf and hard of hearing preschool children and the effectiveness of filial therapy as a method of intervention for deaf and hard of hearing preschool students. Analysis of Covariance revealed that the teachers in the experimental group significantly improved their ability to communicate acceptance and empathy, as well as develop non-directive involvement with their students. Students whose teachers were in the experimental group exhibited significantly fewer overall behavior problems, including withdrawn and internalizing behaviors. Both quantitative and qualitative results indicated that preschool teachers of deaf and hard of hearing children may become effective therapeutic agents by learning and applying the basic skills of filial therapy training with their students.The problem of deafness and limited hearing in human beings has been part of the human story since before recorded history. In the United States, since the beginning of the public education system, educators, teachers, physicians, counselors, social workers, and other

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Section: Evaluation Of Play Behaviors As a Means Of Understanding A Dmentioning

confidence: 99%

Filial Therapy with Teachers of Deaf and Hard of Hearing Preschool Children.

Smith¹,

Landreth²

2004

International Journal of Play Therapy

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“…A comparison of play among children who were D/HH by Cornelius and Harnett (1990) indicated that children who used oral communication engaged in significantly less dramatic and social play than children who used sign communication. Nevertheless, these studies, conducted in segregated settings with children who had access to only oral communication, are often cited as strong evidence of the play pattern differences exhibited between children who are D/HH and their hearing peers.…”

mentioning

confidence: 99%

The Effect of Partner Hearing Status on Social and Cognitive Play

Levine¹,

Antia

1997

Journal of Early Intervention

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We observed the social/cognitive play of 46 young children who were deaf or hard of hearing (D/HH). The children were videotaped during play in small integrated groups consisting of D/HH and hearing children. Younger children engaged in more constructive play than dramatic play, whereas older children engaged in more dramatic play than functional play. With D/HH partners, children engaged primarily in constructive play but in groups that included both D/HH and hearing partners they engaged most frequently in dramatic play. The findings indicate that the frequency of cognitive and social play of children who are D/HH is similar to that of hearing children, and that group play varies according to the hearing status of the play partner.

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“…It is interesting to note that majority of the quantitative studies used a comparative methodology. The goal was to compare play of children who are deaf to that of their hearing peer (Arnold & Trembly, 1979;Bobzien, Richels, Raver, Hester, Browning, & Morin, 2013;Brackett & Henniges, 1976;Brown, Prescott, Rickards, & Peterson, 1997;Cornelius & Hornett 1990;Darbyshire 1977;Deluzio & Girolametta, 2011;Esposito & Koorland, 1989;Gatty 1990;Higginbotham & Baker 1981;Kretschmer 1972;Lederberg, Ryan, & Robbins, 1986;Levine, 1993;Levy-Shiff & Hoffman, 1985;Mann, 1984;McKirdy & Black, 1982;Minnet, Clark & Wilson, 1994;Quintas, Curti, Goulart, & Chiari, 2009;Vandell & George 1981).…”

Section: Research Designsmentioning

confidence: 99%

Play and Preschool Children Who Are Deaf: A Review of the Literature

Musyoka¹

2018

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The purpose of this study was to provide a narrative review of the literature of studies on deaf children play. Electronic searches of databases including EBSCOhost, ERIC, Deaf Education related journals, and Google Scholar were undertaken using terms such as deaf play, deaf play and literacy, deaf play and school and deaf play and language, deaf play and cognition. Relevant articles on the deaf children play extracted were synthesized narratively. The results of the analysis were interpreted using descriptive analysis, percentages, frequencies and emerging themes. The data showed most of the studies focused on comparing deaf children play behaviors to those of the hearing peers. Findings on deaf children social and cognitive play were inconsistent. Several issues in this analysis point to implications for future research, teacher preparation and teacher intentionality in the implementation of play in early childhood education (ECE) classrooms.

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The Play Behavior of Hearing-Impaired Kindergarten Children

Cited by 13 publications

References 11 publications

Filial Therapy with Teachers of Deaf and Hard of Hearing Preschool Children.

Filial Therapy with Teachers of Deaf and Hard of Hearing Preschool Children.

The Effect of Partner Hearing Status on Social and Cognitive Play

Play and Preschool Children Who Are Deaf: A Review of the Literature

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