Understanding Indoor Play in Deaf Children: An Analysis of Play Behaviors

Abstract

Play is an important element of cognitive, social and language development. Most preschool classrooms provide opportunity for indoor play and studies are needed to improve indoor play contexts for all children, including deaf children. The present study documented and described the play behaviors of Ann, a four-year-old native American Sign Language (ASL) deaf child in an ASL/ English bilingual classroom. Ann engaged in various play behaviors, in different play centers, and with different play partners. The sample consisted of 22 play episodes collected over a period of one year. A combination of social and cognitive play behavior categories based on Rubin's (2001) Play Observation Scale were used for documenting and the coding of the play behaviors observed. The results revealed that Ann was capable of engaging in developmentally appropriate play behaviors that were similar to those reported for hearing children her age. In addition, her play behaviors varied in relation to the play context and play partners. Teacher's decisions and control of play in the classroom appeared to have an impact on the play behaviors Ann demonstrated.

Signs and barriers: Play therapy training experiences of deaf and hearing clinicians.

“…Unlike the play behaviors of deaf and hard-of-hearing children described in previous studies (Esposito et al, 1989;Gatty, 1990), Musyoka (2015) suggested that this deaf child had play behaviors consistent with hearing children, especially play of hearing girls. The child engaged in more social, symbolic, and dramatic play when she played with children whom she deemed as friends than when she played with or near children that were identified as classmates (Musyoka, 2015). These findings suggest that when a deaf or hard-of-hearing child has access to a shared language of peers, play can be equally beneficial as it is with hearing children.…”

American Sign Language, Peer Play, and the Deaf Child: A Case Study of Ann

“…Play partners are reported to influence the nature of play behavior, interactions and conversations (Doyle, Connolly, & Rivest, 1980;Hoff, 2010Hoff, , 2003Musyoka, 2015). Friendship in children's play is determined by observing children during play to see with whom they played (Marshall & McCandless, 1957;Ramsey, 1995).…”

“…Friendship in children's play is determined by observing children during play to see with whom they played (Marshall & McCandless, 1957;Ramsey, 1995). Doyle et al (1980) and Musyoka (2015) stress that peer familiarity has impact on the child's social interaction and cognitive level of play. They observed that in the presence of a familiar friend, the child demonstrated more social interactions and higher cognitive level of play.…”

“…Preschool aged children are aware of individual differences in the quality and quantity of social behavior (Marshall & McCandless, 1957) and this awareness may influence their play behavior, play interaction and language use. A recent study of a deaf child's play behaviors showed that play behavior varied depending on the characteristics of the play partner (Musyoka, 2015). For example, Musyoka (2015) observed that a child with more close relationship with a play partner engaged in more complex social and cognitive play behaviors compared to a child with less familiarity with a play partner.…”

“…A recent study of a deaf child's play behaviors showed that play behavior varied depending on the characteristics of the play partner (Musyoka, 2015). For example, Musyoka (2015) observed that a child with more close relationship with a play partner engaged in more complex social and cognitive play behaviors compared to a child with less familiarity with a play partner.…”