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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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| Published in: | American annals of the deaf (Washington, D.C. 1886) D.C. 1886), 1994-12, Vol.139 (5), p.512-518 |
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| Main Authors: | , , |
| Format: | Article |
| Language: | English |
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| cited_by | cdi_FETCH-LOGICAL-c498t-d452bfd9b6459c4ddd3dbfa0a9428dea5e20d7ec71ff34897dd743b5183631af3 |
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| container_end_page | 518 |
| container_issue | 5 |
| container_start_page | 512 |
| container_title | American annals of the deaf (Washington, D.C. 1886) |
| container_volume | 139 |
| creator | Spencer, Patricia Koester, Lynne Stafford Meadow-Orlans, Kathryn |
| description | 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 |
| doi_str_mv | 10.1353/aad.1994.0004 |
| format | article |
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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</description><identifier>ISSN: 0002-726X</identifier><identifier>ISSN: 1543-0375</identifier><identifier>EISSN: 1543-0375</identifier><identifier>DOI: 10.1353/aad.1994.0004</identifier><identifier>PMID: 7856501</identifier><identifier>CODEN: ANDFAL</identifier><language>eng</language><publisher>Washington, DC: Conference of Educational Administrators Serving the Deaf</publisher><subject>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</subject><ispartof>American annals of the deaf (Washington, D.C. 1886), 1994-12, Vol.139 (5), p.512-518</ispartof><rights>1994 Conference of Educational Administrators Serving the Deaf</rights><rights>Copyright © Conference of Educational Administrators of Schools and Programs for the Deaf.</rights><rights>1995 INIST-CNRS</rights><rights>Copyright American Annals of the Deaf Dec 1994</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c498t-d452bfd9b6459c4ddd3dbfa0a9428dea5e20d7ec71ff34897dd743b5183631af3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/44390143$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/44390143$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>315,786,790,27957,27958,31304,58593,58826</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ497571$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=3377839$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/7856501$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Spencer, Patricia</creatorcontrib><creatorcontrib>Koester, Lynne Stafford</creatorcontrib><creatorcontrib>Meadow-Orlans, Kathryn</creatorcontrib><title>Communicative Interactions of Deaf and Hearing Children in a Day Care Center: An Exploratory Study</title><title>American annals of the deaf (Washington, D.C. 1886)</title><addtitle>Am Ann Deaf</addtitle><description>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</description><subject>Auditory perception</subject><subject>Biological and medical sciences</subject><subject>Child care</subject><subject>Child Day Care Centers</subject><subject>Child, Preschool</subject><subject>Children</subject><subject>Children & youth</subject><subject>Communication</subject><subject>Communication (Thought Transfer)</subject><subject>Day Care Centers</subject><subject>Deafness</subject><subject>Disabilities</subject><subject>Ear, auditive nerve, cochleovestibular tract, facial nerve: diseases, semeiology</subject><subject>Elementary school students</subject><subject>Female</subject><subject>Humans</subject><subject>Interaction Process Analysis</subject><subject>Interpersonal Communication</subject><subject>Interpersonal Relations</subject><subject>Language</subject><subject>Language Aptitude</subject><subject>Mainstreaming</subject><subject>Male</subject><subject>Medical sciences</subject><subject>Non tumoral diseases</subject><subject>Otorhinolaryngology. Stomatology</subject><subject>Parent-child relations</subject><subject>Peer relations</subject><subject>Peer Relationship</subject><subject>Preschool Children</subject><subject>Preschool Education</subject><subject>Semiotics</subject><subject>Social Integration</subject><subject>Social interaction</subject><subject>Social research</subject><subject>Teachers</subject><issn>0002-726X</issn><issn>1543-0375</issn><issn>1543-0375</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1994</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><sourceid>7T9</sourceid><recordid>eNpdkt2L1DAUxYMo67j66JtCEPGtY9IkTePb0h3dlQUfVsG3cJsPzdCms0krzn9vywxd8CmQ87uHw7kXodeUbCkT7COA3VKl-JYQwp-gDRWcFYRJ8RRt5q-ykGX18zl6kfOeEEoVFxfoQtaiEoRuUNsMfT_FYGAMfxy-jaNLYMYwxIwHj68deAzR4hsHKcRfuPkdOptcxCFiwNdwxA0khxu3DH7CVxHv_h66IcE4pCO-Hyd7fImeeeiye3V-L9GPz7vvzU1x9-3LbXN1Vxiu6rGwXJStt6qtuFCGW2uZbT0QULysrQPhSmKlM5J6z3itpLWSs1bQmlWMgmeX6MPJ95CGh8nlUfchG9d1EN0wZS2lrERFqhl89x-4H6YU52y6pJzXZUkXqDhBJg05J-f1IYUe0lFTopfi9Vy8XorXS_Ez__ZsOrW9syt9bnrW3591yAY6nyCakFeMMSlrpmbszQlzKZhV3X3lSgq5uPA1-t6ZsZ-ye0wveEmI1PfLCSwXMO96zlaLx3D7PO9lteWcKUI5Y_8AhFGtOQ</recordid><startdate>19941201</startdate><enddate>19941201</enddate><creator>Spencer, Patricia</creator><creator>Koester, Lynne Stafford</creator><creator>Meadow-Orlans, Kathryn</creator><general>Conference of Educational Administrators Serving the Deaf</general><general>Gallaudet University Press</general><general>American Annals of the Deaf</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>4U-</scope><scope>7T9</scope><scope>K9.</scope><scope>NAPCQ</scope><scope>7X8</scope><scope>8BM</scope></search><sort><creationdate>19941201</creationdate><title>Communicative Interactions of Deaf and Hearing Children in a Day Care Center: An Exploratory Study</title><author>Spencer, Patricia ; Koester, Lynne Stafford ; Meadow-Orlans, Kathryn</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c498t-d452bfd9b6459c4ddd3dbfa0a9428dea5e20d7ec71ff34897dd743b5183631af3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1994</creationdate><topic>Auditory perception</topic><topic>Biological and medical sciences</topic><topic>Child care</topic><topic>Child Day Care Centers</topic><topic>Child, Preschool</topic><topic>Children</topic><topic>Children & youth</topic><topic>Communication</topic><topic>Communication (Thought Transfer)</topic><topic>Day Care Centers</topic><topic>Deafness</topic><topic>Disabilities</topic><topic>Ear, auditive nerve, cochleovestibular tract, facial nerve: diseases, semeiology</topic><topic>Elementary school students</topic><topic>Female</topic><topic>Humans</topic><topic>Interaction Process Analysis</topic><topic>Interpersonal Communication</topic><topic>Interpersonal Relations</topic><topic>Language</topic><topic>Language Aptitude</topic><topic>Mainstreaming</topic><topic>Male</topic><topic>Medical sciences</topic><topic>Non tumoral diseases</topic><topic>Otorhinolaryngology. 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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</abstract><cop>Washington, DC</cop><pub>Conference of Educational Administrators Serving the Deaf</pub><pmid>7856501</pmid><doi>10.1353/aad.1994.0004</doi><tpages>7</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0002-726X |
| ispartof | American annals of the deaf (Washington, D.C. 1886), 1994-12, Vol.139 (5), p.512-518 |
| issn | 0002-726X 1543-0375 1543-0375 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_77765606 |
| source | ERIC; Linguistics and Language Behavior Abstracts (LLBA); JSTOR |
| 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 |
| title | Communicative Interactions of Deaf and Hearing Children in a Day Care Center: An Exploratory Study |
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