Written in English
|Statement||Janet Ruth Jamieson.|
|Series||Canadian theses = Thèses canadiennes|
|The Physical Object|
|Pagination||xi, 178 leaves|
|Number of Pages||178|
The effects of child deafness on mother-child interaction were investigated by observing mother-child dyads in free-play situations. 6 deaf child-hearing mother pairs were compared with 6 hearing pairs. All children were be-tween and months of age at the onset of the study. None of the mothers of the deaf. The effects of child deafness on mother-child interaction were investigated by observing mother-child dyads in free-play situations. Subjects were six deaf child/hearing mother pairs and six normal hearing pairs. All children were between and months of age. (Author/MP)Cited by: Code mixing in mother–c hild interaction in deaf fa milies M ar k (deaf) Ma rk was born p rof oundly deaf (≥ 90 dB hearing loss in best ear). A highlight of the book is the careful descriptions of what can be observed during the four-month interactions of mothers and babies that predict the child’s attachment at 12 months. This unique book and accompanying video will be an invaluable training tool for those working in a range of mental health professions from adult psychotherapy to Reviews: 7.
In book: Understanding Deafness, Language and Cognitive Development (pp) Code mixing in mother-child interaction in Deaf families. Four components of dyadic synchrony were assessed. G.E. BinghamMaternal literacy beliefs and the quality of mother–child book-reading interactions: Associations with children's early literacy development Early Education & Development, 18 (1) (), pp. , / In this paper we discuss the mixed language input of four deaf mothers and the mixed output of their three deaf and three hearing children. Taking a strict definition of code-mixing (as defined by Muysken ) we find that the deaf mothers mainly use a form of code-mixing, or mixed code-blending, called congruent lexicalization, which results in a mixed form between NGT (Sign Language of the. The situational contexts most commonly represented in studies of language acquisition are book reading and toy play. Remarkably few studies have explicitly compared the language of young children or their adult interactants across different situational contexts, despite the likelihood that certain contexts may promote particular interaction styles.
There are, however, potential pitfalls in using the shared book-reading context for intervention purposes. Teaching as transaction: Vygotskian perspectives on deafness and mother-child interaction. Exceptional Children, 60, – Google Scholar. Deafness and mother-child interaction: scaffolded instruction and the learning of problem-solving skills. By Janet Ruth Jamieson. Abstract. This study examines the effects of maternal teaching style on the developing problem-solving abilities of deaf and hearing preschool children. Mothers and children from three matched groups, hearing. Development and Disabilities offers the first 'multi-disability' approach to children with mental retardation, deafness, blindness and motor impairments. After describing 'development' as both the child's own advances and changes-interactions with parents and families, this book examines the most exciting research on the development of children with these four s: 1. riate mother-child interaction, and contact with. deaf adults) impact the deaf child's capacity to successfully complete the eight critical stages of. psycho-social development. Levine's second book. The Ecology of Early Deafness (I), takes a similarly broad view. She concluded that "to better understand peo. ple, we must look to and.