The Development of Young Deaf and Hard-of-Hearing Children

2018 ◽  
Author(s):  
Evelien Dirks
Keyword(s):  
Cognitive Development ◽  
Hard Of Hearing ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Parent Child Interactions ◽  
Mental State Language ◽  
Early Parent ◽  
Hearing Children ◽  
State Language ◽  
Parent Child

Early parent–child interactions influence children’s later linguistic, social-emotional, and cognitive development. Since deaf and hard-of-hearing (DHH) children are more at risk for difficulties in their development than hearing children, the caregiving environment is an important context to enhance their development. This chapter describes different aspects of parent–child interactions that are related to the development of young DHH children. Parental language input, mental state language, and sensitivity are related to young DHH children’s language skills, social-emotional development, and executive functions. The chapter addresses parent-based interventions to promote DHH children’s linguistic, social-emotional, and cognitive development.

Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective

2018 ◽  
Author(s):  
Constance Th. W. M. Vissers ◽  
Daan Hermans
Keyword(s):  
Theory Of Mind ◽  
Executive Functioning ◽  
Children And Adolescents ◽  
Hard Of Hearing ◽  
Cognitive Model ◽  
Emotional Problems ◽  
Inner Speech ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Hearing Children

The implications of a hearing loss can go far beyond the linguistic domain. Several studies have revealed that deaf and hard-of-hearing children are at risk in their social-emotional development. This chapter argues that executive functions and theory of mind are two central underlying cognitive factors in people’s social-emotional functioning. We briefly review what is currently known about executive functioning and theory-of-mind development in deaf and hard-of-hearing children and adolescents and then present a cognitive model with a central role for inner speech in relation to executive functioning and theory of mind. We hypothesize that inner speech both enables and urges the regulation of oneself (executive function) and also the mentalization of one’s own and others’ inner worlds (theory of mind). We discuss the implications for assessing and treating social-emotional problems in deaf and hard-of-hearing children and adolescents.

scholarly journals Mental state language and quality of conversational experience in deaf and hearing children

2014 ◽  
Vol 29 ◽  
pp. 41-49 ◽  
Author(s):  
Gary Morgan ◽  
Marek Meristo ◽  
Wolfgang Mann ◽  
Erland Hjelmquist ◽  
Luca Surian ◽  
...  
Keyword(s):  
Mental State ◽  
Mental State Language ◽  
Hearing Children ◽  
State Language

Developmental Effects of Parent–Child Separation

2019 ◽  
Vol 1 (1) ◽  
pp. 387-410 ◽  
Author(s):  
Anne Bentley Waddoups ◽  
Hirokazu Yoshikawa ◽  
Kendra Strouf
Keyword(s):  
Community Support ◽  
Well Being ◽  
Host Community ◽  
Children And Youth ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Community Based Interventions ◽  
Left Behind ◽  
Child Separation ◽  
Parent Child

Parent–child separation occurs for many reasons, both involuntary and voluntary. We review the effects on children and youth of parent–child separation due to several of the most common reasons that are responsible for the growth in this family circumstance worldwide. These include early institutionalization; war, persecution, and conflict; separation during asylum; trafficking; conscription into armed conflict; and being left behind when parents migrate for economic or other reasons. Overall, the effects of parent–child separation are consistently negative on children's social-emotional development, well-being, and mental health. They are more severe when the separation is prolonged or accompanied by other forms of deprivation or victimization. Mitigating and protective factors include earlier stable family placement in the case of early institutionalization, parent–child communication and parenting quality, and community support in the host community. We conclude with an evaluation of group, school-based, and community-based interventions for children and youth affected by parent–child separation.

The Oxford Handbook of Deaf Studies in Learning and Cognition

2020 ◽  
Keyword(s):  
Cognitive Development ◽  
Developmental Psychology ◽  
Theory And Practice ◽  
Deaf Children ◽  
Deaf Studies ◽  
Social Emotional ◽  
Art Research ◽  
Learning And Cognition ◽  
Hearing Children ◽  
International Experts

In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience regarding deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now several preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing the research together, this volume allows synergy among ideas that possess the potential to move research, theory, and practice forward.

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