Social Interaction Among Deaf Preschoolers: The Effects of Language Ability and Age
Social Interaction Among Deaf Preschoolers: The Effects of Language Ability and Age
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聋哑学龄前儿童的社交互动：语言能力和年龄的影响
DOI：
10.1353/aad.2012.0507
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发表时间：
1991
影响因子：
1
通讯作者：
A. Lederberg
中科院分区：
文献类型：
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作者：
A. Lederberg
本研究考察了聋人学龄前儿童语言能力与游戏行为的关系。对29名3-5岁的聋儿在整个学年的户外自由玩耍进行了观察。他们的语言能力差异很大，与年龄无关。在两次语言测试的基础上，将他们分为高、中、低三个语言能力组。语言能力被发现与游戏和社会互动的几个方面有关。语言能力高的儿童比其他儿童更有可能同时与两个伙伴玩耍(即参与三元互动)，与老师互动，更喜欢与语言能力相近的儿童玩耍，使用语言，并接受伙伴的语言。这些影响中的大部分似乎完全是由于语言能力较高的儿童与其他两组儿童之间的差异。低语言能力组和中等语言能力组的儿童表现类似。语言能力与同伴关系的其他方面无关。因此，语言能力的影响似乎是有限的。这些结果结合以往的研究表明，在很大程度上，聋人学龄前儿童的语言和社交技能是独立发展的。
This study examined the relationship between deaf preschoolers' language abilities and their play behavior. Twenty-nine deaf children aged three to five years were observed during outdoor free play throughout the school year. Their language abilities varied widely and did not correlate with age. On the basis of two language tests, they were divided into three language ability groups—high, middle, and low. Language ability was found to be related to several aspects of play and social interaction. The children with high language ability were more likely than the other children to play with two partners at the same time (i.e., engage in triadic interaction), to interact with teachers, to prefer to play with children of similar language ability, to use language, and to receive language from their partners. Most of these effects seemed to be due solely to differences between the children with high language ability and those in the other two groups. Children in the low and middle language ability groups behaved similarly. Language ability was not related to any other aspect of peer relations. Thus, the impact of language ability seems limited. These results, in conjunction with past research, suggest that, for the most part, deaf preschoolers' language and social skills develop independently from each other.