Deaf Children in Communication. A Study of Communicative Strategies Used by Deaf Children in Social Interactions.

Autor/in	Preisler, Gunilla
Institution	Stockholm Univ. (Sweden). Dept. of Psychology.
Titel	Deaf Children in Communication. A Study of Communicative Strategies Used by Deaf Children in Social Interactions.
Quelle	(1983), (271 Seiten)Verfügbarkeit Ph.D. Dissertation, University of Stockholm. Funds were provided by The Swedish Delegation for Social Research and the Swedish Save the Children Foundation
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	01-7146-419-0
Schlagwörter	Hochschulschrift; Dissertation; Communication Skills; Deafness; Interaction; Language Acquisition; Preschool Education; Sign Language + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kommunikationsstil; Gehörlosigkeit; Taubstummheit; Interaktion; Sprachaneignung; Spracherwerb; Pre-school education; Vorschulerziehung; Gebärdensprache
Abstract	The book reports on a descriptive study of communicative strategies used by 15 deaf preschoolers. Video recording with simultaneous direct observations were made once a month in a kindergarten for deaf and hearing children. Children were observed during periods from .5 to 2 years. Descriptions of communicative strategies are based on second-by-second transcriptions and analyses from video recordings of the children's use of nonverbal and verbal behaviors in interactions with others. Analysis revealed differences in the way the early sign language (ESL) and late sign language (LSL) users communicated. ESL Ss paid attention to partners in dialogues and joint activities while LSL Ss did not pay attention to the same extent. ESL Ss used signs accompanied by a sophisticated pattern of nonverbal behaviors while LSL Ss used signs in dialogues but also used many gross, sometimes exaggerated, nonverbal expressions as substitutes for formal signs. ESL Ss modified their way of communicating depending on the partner's possibilities while LSL Ss did not. Conclusions are offered regarding the importance of giving the deaf child an opportunity to acquire a language spontaneously via the visual-gestural channel. (CL)
Anmerkungen	Gunilla Preisler, Department of Psychology, University of Stockholm, 106 91 Stockholm, Sweden ($7.00, U.S. currency).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01