Symbolic play and language development in young deaf children

Journal/Book: Deaf Educ. 1997; 21: C/O G F E Clark, 2 Gaters Gardens, Sandford, Crediton, England EX17 4LU. British Assoc Teachers Deaf. 10-20.

Abstract: The development of symbolic play in children has long been a central focus for research and discussion. Play development is related to physical, linguistic, social and emotional developments and therefore plays a crucial central role in the child's early progress. However, these has not been a great deal of research into the play development of young deaf children. This study focused on relationship between play and language development in 39 children when they were aged between 1 and 5 years, who were prelingually severe or profoundly deaf and were being brought up in an auditory-oral environment. Their language and play behaviour was recorded and assessed on two occasions 22 months apart. Play was observed to develop to expected levels even in the absence of expressive language but not the other way round. There were significant relationships between measures of symbolic play and language abilities on both occasions. In particular, children with higher language levels played more frequently at their highest levels of competence than children with lower language levels.

Note: Article Lyon ME, Mt St Vincent Univ, Dept Child & Youth Study, Halifax, NS B3M 2J6, CANADA

Keyword(s): HEARING-IMPAIRED CHILDREN; SOCIAL-PARTICIPATION; PRETEND PLAY; PRESCHOOLERS; EXPLORATION; BEHAVIOR

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