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。动手探索物体是 对于建立有关世界如何运作的词汇和知识非常重要，尤其是在共享期间 与经常提供指导的护理人员一起发现。在天生聋哑的儿童中，绝大多数 由于早期缺乏接触周围语言的机会，即使有 听力学干预。感觉运动探索性游戏和游戏过程中父母的语言输入可能会 改善这种风险。此外，依赖视觉手语进行交流的孩子可能会 与依靠言语进行交流的孩子相比，他们有不同的探索学习方式。 耳聋和手语经验对探索行为的影响尚不清楚。这个提议 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 孩子们。基于我们过去的工作，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：聋哑人与听力正常人 父母正在签名或发言的孩子。记录4至8岁儿童的探索行为 在参观斯特朗游戏博物馆期间。为了捕捉生态变化，孩子们将参加三个活动 场景：在微型超市游乐区自由探索（目标1），与 家长（目标 2），以及对动手展览的结构化操作（目​​标 3）。在所有目标、质量、深度和 探索行为的频率由本科生研究来表征和编码 助理。在目标 2 中，父母的指导行为以及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情况进行编码和对比 亲子互动的语言方式。在目标 3 中，我们确定孩子的关系 孩子学习的探索和家长指导。我们预测聋人手语父母有独特的 指导孩子探索的直观方式，聋人手语儿童具有独特的探索行为，并且 他们的探索行为是适应性的，从而可以更好地学习。这项工作将由 研究人员团队精通美国手语，负责监督五名聋哑/听力困难的本科生和研究生 学生，在美国聋人最集中的城市。预期结果是 在生态相关环境中研究儿童的共享方法；父母指导的识别 对儿童学习很重要的行为；并阐明替代学习途径。这部作品有 扩展当前关于运动感觉发展和语言之间相互作用的理论的潜力 学习：高的问题