Communicative Interactions of Deaf and Hearing Children in a Day Care Center: An Exploratory Study

Interactions were observed in a day care center serving deaf and hearing children. Observations focused on eight children (two deaf with deaf parents, two deaf with hearing parents, two hearing with deaf parents and two hearing with hearing parents) between 2 and 3 years of age. Center classes inclu...

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Bibliographic Details
Published in:American annals of the deaf (Washington, D.C. 1886) D.C. 1886), 1994-12, Vol.139 (5), p.512-518
Main Authors: Spencer, Patricia, Koester, Lynne Stafford, Meadow-Orlans, Kathryn
Format: Article
Language:English
Subjects:
Auditory perception
Biological and medical sciences
Child care
Child Day Care Centers
Child, Preschool
Children
Children & youth
Communication
Communication (Thought Transfer)
Day Care Centers
Deafness
Disabilities
Ear, auditive nerve, cochleovestibular tract, facial nerve: diseases, semeiology
Elementary school students
Female
Humans
Interaction Process Analysis
Interpersonal Communication
Interpersonal Relations
Language
Language Aptitude
Mainstreaming
Male
Medical sciences
Non tumoral diseases
Otorhinolaryngology. Stomatology
Parent-child relations
Peer relations
Peer Relationship
Preschool Children
Preschool Education
Semiotics
Social Integration
Social interaction
Social research
Teachers
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Description
Summary:Interactions were observed in a day care center serving deaf and hearing children. Observations focused on eight children (two deaf with deaf parents, two deaf with hearing parents, two hearing with deaf parents and two hearing with hearing parents) between 2 and 3 years of age. Center classes included deaf and hearing teachers and all children were encouraged to sign. Deaf and hearing children alike frequently interacted with other children and teachers whose hearing status differed from their own. However, each group showed a stronger tendency to initiate communication with same hearing status peers. Hearing children displayed the ability to modify their communications modes to match the hearing status of their intended communication partner. Language ability, not hearing status, was associated with the frequency of communication experienced by each child
ISSN:0002-726X
1543-0375
1543-0375
DOI:10.1353/aad.1994.0004