Cumulative Records in Schools for Children With Impaired Hearing

Darbyshire, J. O.

doi:10.1080/0013188630050212

Cited by 1 publication

(2 citation statements)

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“…The current study showed that Ann's play behaviors differed from those described in previous research with deaf children (Aymard, 1977;Brackett & Henniges, 1976;Cornellius & Hornett, 1980;Darbyshire, 1977;Esposito & Koorland, 1989;Gatty, 1990;Gregory & Mogford, 1983;Higginbotham & Baker, 1981;Krestchmer, 1972;Mann, 1984;Schirmer, 1989). These earlier findings showed deaf children's play lacked social, language, and cognitive skills and categorized them as lacking in organization, as well as symbolic and dramatic play behaviors.…”

Section: Discussioncontrasting

confidence: 54%

“…The children in these studies were mostly infants and toddlers ages nine to thirty months. Importantly, studies conducted with deaf preschoolers have not focused on the use of ASL, a visual language accessible to deaf children, as a critical variable (Brackett & Henniges, 1976;Darbyshire, 1977;Cornellius & Hornett, 1980;Esposito & Koorland, 1989;Gatty, 1990;Gregory & Mogford, 1983;Higginbotham & Baker, 1981;Krestchmer, 1972;Mann, 1984;Schirmer 1989). The findings in these studies were not entirely consistent and also demonstrated deaf children's play behaviors were inferior when compared to those of their hearing peers.…”

Section: Introductionmentioning

confidence: 99%

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

Musyoka¹

2015

PSYCH

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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.

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