Symbolic Play and Communication in Hearing-Impaired Children: Piaget and Vygotsky Reconsidered

Abstract

The controversy concerning the relationship between language and cognition still persists. In the present paper, an attempt is made to demonstrate that a synthesis between the differing approaches of Piaget and Vygotsky is preferable when applied to the preschool child. Findings with hearingimpaired children are drawn upon to highlight this. The limitations of studies to date which have investigated language and cognition at the stage of symbolic play are briefly discussed.S. Afr. J. Psychol. 1982, 12: 111 -116 Die polemiek rakende die verwantskap tussen taal en kognisie duur nog steeds voort, In hierdie referaat word daar gepoog om aan te toon dat 'n sintese tussen die verskillende benaderings van Piaget en Vygotsky verkieslik is ten opsigte van die voorskoolse kind. Daar word verwys na bevindinge met gehoorgestremde kinders om bogenoemde standpunt uit te lig. Die tekortkominge van ondersoeke na taal en kognisie tydens die stadium van simboliese spel word kortliks bespreek.

Communication, symbolic play, and play-extension in pre-school, hearing-impaired children

“…It is evident that communication and play are integrally related and that separation of these processes provides only a partial indication of the picture of play as a whole. 19 Verbal language was used by the hearing children to enhance their play. However, the hearing-impaired children did not compensate by means of spontaneous gesture although they might have displayed nonimmediacy had they been competent in sign language.…”