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Being Deaf in Mainstream Schools: The Effect of a Hearing Loss in Children’s Playground Behaviors

Da Silva, Brenda MS; Rieffe, Carolien; Frijns, Johan HM; Sousa, Heredio; Monteiro, Luisa; Veiga, Guida; (2022) Being Deaf in Mainstream Schools: The Effect of a Hearing Loss in Children’s Playground Behaviors. Children , 9 (7) , Article 1091. 10.3390/children9071091. Green open access

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Abstract

Naturalistic playground observations are a rich source of information when studying the social interactions of preschool children. On the playground, children can interact with their peers, explore different places and activities, and engage in different types of play. For deaf and hard of hearing (DHH) children, interactions at a playground can be more difficult because of the large number of auditory stimuli surrounding them. Constraints in the access to the social world on the playground might hamper DHH children’s interactions with their typically hearing (TH) peers, activities, and play. This pilot study aimed to examine the playground behaviors of preschool DHH children across three aspects: social levels, type of activities, and play choices. For this purpose, 12 preschool DHH children were observed during recess time, and their behaviors were coded and compared to their 85 TH peers. The preliminary findings indicate that DHH children spend less time in social interactions compared to their TH peers and that they still face difficulties when socially engaging with their TH peers. These findings suggest that interventions should focus on three aspects: the physical environment awareness of TH peers about communicating with DHH children, and the use of exercise play to facilitate social interactions between DHH children and their TH peers.

Type: Article
Title: Being Deaf in Mainstream Schools: The Effect of a Hearing Loss in Children’s Playground Behaviors
Location: Switzerland
Open access status: An open access version is available from UCL Discovery
DOI: 10.3390/children9071091
Publisher version: https://doi.org/10.3390/children9071091
Language: English
Additional information: © 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/).
Keywords: deaf and hard of hearing; preschool; social levels; play; observations; physical play; exercise play; inclusion
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
UCL > Provost and Vice Provost Offices > School of Education
UCL
URI: https://discovery.ucl.ac.uk/id/eprint/10154742
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