Finding Vygotsky in Early Childhood Deaf Education: Sociocultural Bodies and Conversations

Autor/inn/en	Graham, Patrick; Kurz, Christopher; Batamula, Christi
Titel	Finding Vygotsky in Early Childhood Deaf Education: Sociocultural Bodies and Conversations
Quelle	In: American Annals of the Deaf, 168 (2023) 1, S.80-101 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Early Childhood Education; Deafness; Preschool Children; Self Concept; Learning Processes; Classroom Environment; Social Influences; Cultural Influences; Knowledge Level; Interaction; Family Environment; Sign Language; Nonverbal Communication + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gehörlosigkeit; Taubstummheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstkonzept; Learning process; Lernprozess; Klassenklima; Unterrichtsklima; Sozialer Einfluss; Cultural influence; Kultureinfluss; Wissensbasis; Interaktion; Familienmilieu; Gebärdensprache; Non-verbal communication; Nonverbale Kommunikation
Abstract	Children, including those who are deaf, become aware of and learn about their environments through playing and social and cultural interactions. For most deaf children, preschool classrooms are optimal spaces for these interactions to occur, but only if they can fully engage with this environment. We discuss the need for and constituent aspects of full access to learning in these environments for deaf children. Vygotsky's sociocultural theory is employed chiefly as the basis for exploring and analyzing useful strategies for educators and families of deaf children. Our analysis focuses on processes in which individuals create knowledge through interacting with other people and the environment, a core emphasis of our work. We also discuss that, concomitant with full access to linguistic and social opportunities, deaf preschoolers develop a stronger sense of self, which leads to the development of cultures and languages in and out of their families. (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: https://gupress.gallaudet.edu/annals/index.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01