Hundred Languages of Deaf Children: Exploring the Reggio Emilia Approach in Deaf Education

Autor/inn/en	Mitchiner, Julie; Batamula, Christi; Kite, Bobbie Jo
Titel	Hundred Languages of Deaf Children: Exploring the Reggio Emilia Approach in Deaf Education
Quelle	In: American Annals of the Deaf, 163 (2018) 3, S.294-327 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Reggio Emilia Approach; Deafness; Early Childhood Education; Communication Strategies; Written Language; Oral Language; Total Communication; Environmental Influences; Family Role; Language Usage; Special Schools; American Sign Language; Bilingualism; Teacher Attitudes; Family Attitudes + Suchen Sie Ihr Suchwort? Reggio-Pädagogik; Gehörlosigkeit; Taubstummheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kommunikationsstrategie; Geschriebene Sprache; Oral interpretation; Mündlicher Sprachgebrauch; Environmental influence; Umwelteinfluss; Sprachgebrauch; Special school; Sonderschule; Bilingualismus; Lehrerverhalten
Abstract	The study investigated the "hundred languages of Deaf children" (Malaguzzi, 1993) in two schools using the Reggio Emilia approach to early childhood education, which originated in Italy. One principle of this approach, "the hundred languages of children," supports young children in expressing their ideas and thoughts in different ways. The hundred languages include expression through written, spoken, and signed languages, among many other means, and children are empowered to express themselves using these multiple channels. The researchers employed ethnographic study methods: Multiple early childhood classrooms were observed, and focus groups were conducted with school leaders, teachers, and families. The study findings are valuable in that they provide a better understanding of why both schools chose the Reggio Emilia approach with Deaf children and how both schools used it. Both schools regarded Deaf children as capable learners and expected much of them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01