Deaf Preschoolers' Exploratory Behaviors and Parent Guidance during Shared Museum Experiences

聋哑学龄前儿童在共享博物馆体验期间的探索行为和家长指导

• 批准号: 10730874
• 负责人: RAIN G BOSWORTH
• 金额: $ 42.81万
• 依托单位: ROCHESTER INSTITUTE OF TECHNOLOGY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-08-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10730874
• 关键词: 8 year old; Adaptive Behaviors; Address; Age Factors; Area; Attention; Audiology; Behavior; Books; Caregivers; Child; Child Rearing; Cities; Code; Cognition; Cognitive; Communication; Curiosities; Data; Demographic Factors; Development; Education; Effectiveness; Environment; Exclusion; Exhibits; Exploratory Behavior; Family; Frequencies; Goals; Hearing; Human; Human Development; Individual; Intervention; Intuition; Knowledge; Language; Language Development; Learning; Literature; Mainstreaming; Manuals; Measures; Mentors; Methodology; Methods; Modality; Modeling; Motor; Museums; Outcome; Parent-Child Relations; Parents; Pathway interactions; Phase; Play; Policies; Public Health; Publishing; Reading; Research Assistant; Research Personnel; Risk; Schools; Sensory; Sign Language; Speech; Structure; Students; Supermarket; Testing; Time; Variant; Video Recording; Visit; Visual; Vocabulary; Walking; Work; adaptive learning; aged; behavior prediction; behavioral outcome; bilingualism; children' s museum; cognitive development; deaf; deafness; deprivation; design; experience; graduate student; hard of hearing; hearing impairment; learning outcome; marginalized population; novel; public health relevance; student training; theories; undergraduate student

Compelled by curiosity and a desire to learn, children naturally explore. Hands-on object exploration is important for building vocabulary and knowledge about how the world works, especially during shared discovery with caregivers who often provide guidance. Among children who are born deaf, the large majority experience long-term learning delays because of early lack of access to ambient language, even with audiological intervention. Sensorimotor exploratory play and parental language input during play may ameliorate this risk. Moreover, children who rely on visual-manual signed languages for communication may have different ways of exploring for learning, compared to children who rely on speech for communication. The impact of deafness and signed language experience on exploratory behaviors is unknown. This proposal would be the first to generate knowledge about how exploratory behaviors impact learning in deaf and signing children. Building on our past work, the present study aims to fill gaps in the literature by using experimental and observational methods to uncover relationships between motor exploratory behaviors and learning outcomes in children born into different sensory environments. We contrast 4 groups: Deaf vs. Hearing children whose parents are Signing or Speaking. Exploratory behaviors in 4-to-8-year-old children are recorded during a visit to the Strong Museum of Play. To capture ecological variation, children will participate in three settings: free exploration in a miniature supermarket play area (Aim 1), cooperative exhibit interaction with a parent (Aim 2), and structured manipulation of a hands-on exhibit (Aim 3). In all aims, quality, depth and frequency of exploratory behaviors are characterized and coded by undergraduate student research assistants. In Aim 2, parental guidance behaviors and the ways they support their children during exploration in a museum setting will be coded and contrasted as a function of parental hearing status and the primary language modality of parent-child interaction. In Aim 3, we determine the relationships between child’s exploration and parent guidance on a child’s learning. We predict that deaf signing parents have unique intuitive ways of guiding their child’s exploration, deaf signing children have unique exploratory behaviors, and their exploratory behaviors are adaptive, resulting in better learning. This work will be conducted by an investigator team, fully fluent in ASL, who oversees five Deaf/Hard-of-Hearing undergraduate and graduate students, in a city with the highest concentration of deaf individuals in the U.S. The expected outcomes are shared methodology to study children in ecologically relevant settings; identification of parental guidance behaviors important to children’s learning; and elucidation of alternative pathways to learning. This work has potential to extend current theories about the interplay between motor-sensory development and language learning: an issue of high

在好奇心和学习欲望的驱使下，孩子们自然会探索。动手探索对象是 这对于建立关于世界如何运作的词汇和知识非常重要，特别是在共享期间。 经常提供指导的照顾者的发现。在天生耳聋的儿童中，绝大多数 经历长期的学习延迟，因为早期缺乏环境语言，即使 听力干预感觉运动探索性游戏和游戏过程中的父母语言输入可能 缓解这种风险。此外，依赖视觉手动手语进行交流的儿童可能会 与依靠语言交流的孩子相比，他们有不同的探索学习的方式。 耳聋和手语经验对探索行为的影响尚不清楚。这项建议 将是第一个产生关于探索行为如何影响聋人和手语学习的知识的人。 孩子在我们过去工作的基础上，本研究旨在通过使用实验来填补文献中的空白。 和观察方法来揭示运动探索行为和学习之间的关系 出生在不同感官环境中的儿童的结果。我们对比4组：聋人与听力正常者 孩子们的父母是手语或说话。记录4-8岁儿童的探索行为 在参观斯特朗戏剧博物馆时。为了捕捉生态变化，孩子们将参加三个 设置：在一个微型超市游乐区自由探索（目标1），合作展览互动， 父母（目标2），和结构化操作的动手展览（目标3）。在所有的目标，质量，深度和 探索性行为的频率由本科生研究表征和编码 助手在目标2中，父母的指导行为和他们在探索过程中支持孩子的方式 在博物馆环境中，将根据父母听力状况和主要听力状况进行编码和对比 亲子互动的语言形式。在目标3中，我们确定了孩子的 探索和家长对孩子学习的指导。我们预测聋哑手语父母有独特的 引导孩子探索的直观方式，聋哑手语儿童有独特的探索行为， 他们的探索行为是适应性的，从而导致更好的学习。这项工作将由一名 调查团队，完全流利的美国手语，谁监督五个聋人/重听本科生和研究生 学生，在一个城市的聋人最集中的个人在美国的预期结果是 在与生态有关的环境中研究儿童的共同方法;确定父母指导 对儿童学习很重要的行为;以及阐明学习的替代途径。这项工作 扩展当前关于运动-感觉发育与语言之间相互作用的理论的潜力 学习：一个高的问题