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ERIC Number: ED300141
Record Type: RIE
Publication Date: 1987
Pages: 23
Abstractor: N/A
Reference Count: N/A
The Social and Cognitive Play Behaviors of Hearing Impaired Preschool Children.
Cornelius, Georgianna; Sanders, Danielle
Examined were the cognitive and social play behaviors of hearing impaired kindergarten children. Relations probed included those between: (1) children's social and cognitive play and sign-based or oral-aural-based classroom instruction; (2) children's overall efforts to communicate and type of class instruction; and (3) the quality of children's peer interactions and type of instruction. In each type of classroom, a total of 10 children of 5 or 6 years participated in the study. Each child was observed and videotaped for 20 minutes during a free play session. Play behaviors were coded for social and cognitive levels. Howes' (1980) Peer Play Scale was used to assess the developmental sequence of subjects' play across five levels ranging from noninteractive, parallel play to interactive, reciprocal social play. Parents provided demographic data. Findings indicated that children in signing classrooms had higher levels of dramatic, social, and cognitive play behaviors than did children in oral-aural-based settings. In addition, children who used sign language engaged in fewer acts of aggression and used more cooperative play behaviors than did the other children. Mother's age was positively related to level of child's social play. (RH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A