References:

Antia, S. (1985). Social integration of hearing impaired children: Fact or fiction?Volta Review, Oct/Nov., 279-289.

Antia, S. and Kreimeyer, K. (1996). Social interaction and acceptance of deaf or hard-of-hearing children and their
    peers.:A comparison of social skills and familiarity-based interventions, Volta Review, 98, 157-180.

Antia, S., Kreimeyer, K. and Eldredge, N. (1993). Promoting social interaction between young children with hearing
    impairments and their peers. Exceptional Children, 60, 262-275.

Higgens, P. and Nash, J. (1996). Understanding Deafness Socially: Continuities in Research and Theory. Charles C.
    Thomas, Springfield, Ill.

Honig, A. and Thompson, A. (1999). Parent information: Helping toddlers with peer group entry. Retrieved June 17,
    1999 from the World Wide Web: http:www.zerotothree.prg/peer.html

Lederberg, A., Ryan, H., and Robbins, B. (1986). Peer interaction in young deaf children: The effect of partner
    hearing status and familiarity. Developmental Psychology, 22, 691-700.
 
 

Summary of findings:

• Toddlers need help with four aspects of peer play. These include group entry skills so that they can successfully join others at an activity. They need ways to continue to play once a game is begun or a request to join has been accepted. They also need to know how to recognize a friendly peer request and to respond appropriately (Honig and Thompson, 1999).

• Promoting one-to-one relationships through structuring of the classroom activities may improve interactions in mainstreamed settings (Lederberg, A., Ryan, H., and Robbins, B, 1986). Continued small group contact can encourage social skill improvement between peers of different hearing status, especially if children become familiar with each other by frequently working and playing together (Antia, S., Kreimeyer, K., and Eldredge, N., 1993).

• Withdrawl/reduction in teacher/child interaction during free play may lead to increased interaction among peers (Antia, et al, 1993). Peer interactions between children with a hearing loss and children with normal hearing occur more during non-intrusive periods without teacher interaction. If the hearing impaired child lacks the communication and social skills to interact, the teacher may structure the activities by organizing the play theme, assigning roles, and preparing and managing the materials before withdrawing to an ‘observer’ role.

• Structuring the activity by making social toys available for free play—balls, dress-up clothes, toy housekeeping materials, and toy vehicles may increase socialization. Isolate toys such as puzzles or books could be used at another time of day. The teacher can instruct children to complete a project together or start an interactive game with interactive toys (Antia, 1985).

• Social skills may need to be taught through social interaction routines. Shared product routines, cooperative games, and role plays can be used as opportunities to model social skills. After teacher modeling, children can interact with prompts from the teacher to direct them to interact in a desired manner. Antia and Kreimeyer developed a teacher-mediated social skills intervention program for young children with a hearing impairment. It required teachers to promote opportunities for interaction between peers (cooperative crafts, games and role plays) and to model and prompt specific skills (greeting, sharing, assisting, and conversing) (1993). Other researchers used a system of teaching peers to establish eye contact or a joint focus of attention for improved socialization (Antia, 1985). They taught peers to describe their play and the play of others, to redirect play, and to attend to the hearing impaired child’s speech by repeating what was said. This method tended to generalize to nontrained peers. It was thought that this method motivated hearing children to play with their hearing impaired peers.

• Some research detailed programs where children without a hearing loss were coached in strategies to initiate interaction with children with a hearing loss. Peer mediated interventions that reinforce normally hearing children for interacting with the hearing impaired children also found some success with young children. This intervention tended to improve social skills between hearing impaired children, however did not greatly improve interaction between hearing and hearing impaired children (Antia, S. and Kreimeyer, K, 1996).

• Free play should be an essential part of every preschool program. It is during this time that "the equality of performance between normally hearing and hearing impaired children can best be demonstrated." (Higgenbotham, Baker, and Neill, 1980).

• Providing hearing children with knowledge about hearing loss and practicing use of appropriate communication when interacting with hearing impaired children actually decreased interaction between preschoolers, making interactions shorter and of less frequent duration (Antia et al, 1993).

• Songs may be used to elicit "affectionate" responses between hearing and hearing impaired children. Examples like "If you’re happy and you know it, hug your friend." May bring about affectionate responses among the children (Higgens and Nash, 1996).

• Helping toddlers with peer entry skills, sustaining play, recognition of a friendly peer bid and responding appropriately may help ward off inappropriate or inept patterns of social initiatives that could continue for some children into school age. Modeling may be one way that a teacher can create a climate for this learning. Comments like "You are giving Mary the flower pot. Thank you, Tom" may teach an appropriate response to the positive social bid (Honig and Thompson, 1999).

Insights:

Teachers can play an important role in the social skill development of all children, but especially with the interaction between hearing children and hearing impaired children. Their organization of the classroom, choice of toys and activities, as well as promotion of positive interaction will aid the development of the important skills necessary for social development. If students are placed in small groups or one-to-one situations with students that are motivated to communicate and work with them, children, all children will experience such a growth in understanding. Social skill development is vital to the emotional well being of all children. Children will benefit from this early intervention in the area of social skills for the duration of their educational career, as early attitudes carry over to later years.
 
 

Additional Resources:

www.gcty.com/Heartland/Ranch/2200/social.html : articles on the social development of children

Kemple, K. (1991). Understanding and facilitating preschool children’s peer acceptance.
    Retrieved July 20, 1999 from the World Wide Web:

http:www.kidsource.com/kidsource/content/peer_acceptance.html

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