Att Tolka Barns Signaler: Gravt utvecklingsstorda flerhandikappade barns lek och kommunikation (To Interpret Childrens' Signals: Play and Communication in Profoundly Mentally Retarded and Multiply Handicapped Children).

Autor/in	Brodin, Jane
Institution	Stockholm Univ. (Sweden). Inst. of Education.
Titel	Att Tolka Barns Signaler: Gravt utvecklingsstorda flerhandikappade barns lek och kommunikation (To Interpret Childrens' Signals: Play and Communication in Profoundly Mentally Retarded and Multiply Handicapped Children).
Quelle	(1991), (282 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	schwedisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	91-7146-908-7
Schlagwörter	Child Development; Children; Communication Skills; Elementary Education; Elementary School Students; Foreign Countries; Infants; Interaction Process Analysis; Multiple Disabilities; Parent Child Relationship; Play; Preschool Children; Preschool Education; Severe Mental Retardation; Young Children; Sweden + Suchen Sie Ihr Suchwort? Kindesentwicklung; Child; Kind; Kinder; Kommunikationsstil; Elementarunterricht; Ausland; Infant; Toddler; Toddlers; Kleinkind; Prozessanalyse; Multiple disability; Mehrfachbehinderung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Spiel; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Schweden
Abstract	Written in Swedish with an English-language summary, this report describes a study which examined the interaction between mothers or caregivers and their children with profound mental retardation and multiple disabilities, particularly looking at the function of play in communicative interaction. The six children all had five or six handicaps in addition to profound retardation and between the ages of 1 to 10 years. The study involved interviews with parents, information from naturally occurring conversations, and videotape recordings of meal and play situations. Results indicated that the most important function of play was as a means of communication and learning. A four-phase pattern of interaction was found: (1) an impression-receiving phase with orientation; (2) an expressive phase with motor activity; (3) a pause with processing and preparation of an answer; and (4) a break or a limited reaction. Mothers' ability to interpret the children's signals was extremely context-dependent. The living conditions of the parents were an important factor in play, communication, and child development. (Contains 250 references.) (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC