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Egocentric language in deaf children.

C A Kelman1

  • 1Faculty of Education, State University of Rio de Janeiro, Brazil.

American Annals of the Deaf
|August 29, 2001
PubMed
Summary

Egocentric language in deaf children, including vocalizations and gestures, aids problem-solving. This self-directed behavior is crucial for cognitive development and should not be interrupted by educators.

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Area of Science:

  • Developmental Psychology
  • Linguistics
  • Deaf Education

Background:

  • Egocentric language, originating from Piaget and Vygotsky, is explored in deaf children.
  • Previous research has not extensively focused on the egocentric language behaviors of deaf children without formal training.

Purpose of the Study:

  • To analyze egocentric language manifestations in profoundly deaf children aged 2-5 years.
  • To understand the role of these behaviors in cognitive development and problem-solving.

Main Methods:

  • Observational study of eight profoundly deaf children during videotaped play sessions.
  • Categorization of egocentric language behaviors into six classes: motor activity, silent lip articulation, murmur, oral-facial mimics, body expression, and vocalization.

Main Results:

  • Deaf children exhibit egocentric language behaviors similar to hearing children, aiding their problem-solving processes.
  • Behaviors like vocalization, silent lip articulation, and oral-facial mimics indicate symbolic reasoning, not necessarily a desire to speak.

Conclusions:

  • Egocentric language behaviors in deaf children are vital for cognitive development and problem-solving.
  • Educators should avoid interrupting these self-directed communication instances during play as they represent critical thinking processes.

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