Deaf Preschoolers' Exploratory Behaviors and Parent Guidance during Shared Museum Experiences

聋哑学龄前儿童在共享博物馆体验期间的探索行为和家长指导

基本信息

批准号：
10730874
负责人：
RAIN G BOSWORTH
金额：
$ 42.81万
依托单位：
ROCHESTER INSTITUTE OF TECHNOLOGY
依托单位国家：
美国
项目类别：
财政年份：
2023
资助国家：
美国
起止时间：
2023-08-01 至 2026-07-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10730874
关键词：
8 year old Adaptive Behaviors Address Age Factors Area Attention Audiology Behavior Books Caregivers Child Child Rearing Cities Code Cognition Cognitive Communication Curiosities Data Demographic Factors Development Education Effectiveness Environment Exclusion Exhibits Exploratory Behavior Family Frequencies Goals Hearing Human Human Development Individual Intervention Intuition Knowledge Language Language Development Learning Literature Mainstreaming Manuals Measures Mentors Methodology Methods Modality Modeling Motor Museums Outcome Parent-Child Relations Parents Pathway interactions Phase Play Policies Public Health Publishing Reading Research Assistant Research Personnel Risk Schools Sensory Sign Language Speech Structure Students Supermarket Testing Time Variant Video Recording Visit Visual Vocabulary Walking Work adaptive learning aged behavior prediction behavioral outcome bilingualism children&apos s museum cognitive development deaf deafness deprivation design experience graduate student hard of hearing hearing impairment learning outcome marginalized population novel public health relevance student training theories undergraduate student

项目摘要

Compelled by curiosity and a desire to learn, children naturally explore. Hands-on object exploration is important for building vocabulary and knowledge about how the world works, especially during shared discovery with caregivers who often provide guidance. Among children who are born deaf, the large majority experience long-term learning delays because of early lack of access to ambient language, even with audiological intervention. Sensorimotor exploratory play and parental language input during play may ameliorate this risk. Moreover, children who rely on visual-manual signed languages for communication may have different ways of exploring for learning, compared to children who rely on speech for communication. The impact of deafness and signed language experience on exploratory behaviors is unknown. This proposal would be the first to generate knowledge about how exploratory behaviors impact learning in deaf and signing children. Building on our past work, the present study aims to fill gaps in the literature by using experimental and observational methods to uncover relationships between motor exploratory behaviors and learning outcomes in children born into different sensory environments. We contrast 4 groups: Deaf vs. Hearing children whose parents are Signing or Speaking. Exploratory behaviors in 4-to-8-year-old children are recorded during a visit to the Strong Museum of Play. To capture ecological variation, children will participate in three settings: free exploration in a miniature supermarket play area (Aim 1), cooperative exhibit interaction with a parent (Aim 2), and structured manipulation of a hands-on exhibit (Aim 3). In all aims, quality, depth and frequency of exploratory behaviors are characterized and coded by undergraduate student research assistants. In Aim 2, parental guidance behaviors and the ways they support their children during exploration in a museum setting will be coded and contrasted as a function of parental hearing status and the primary language modality of parent-child interaction. In Aim 3, we determine the relationships between child’s exploration and parent guidance on a child’s learning. We predict that deaf signing parents have unique intuitive ways of guiding their child’s exploration, deaf signing children have unique exploratory behaviors, and their exploratory behaviors are adaptive, resulting in better learning. This work will be conducted by an investigator team, fully fluent in ASL, who oversees five Deaf/Hard-of-Hearing undergraduate and graduate students, in a city with the highest concentration of deaf individuals in the U.S. The expected outcomes are shared methodology to study children in ecologically relevant settings; identification of parental guidance behaviors important to children’s learning; and elucidation of alternative pathways to learning. This work has potential to extend current theories about the interplay between motor-sensory development and language learning: an issue of high

在好奇心和学习欲望的驱使下，孩子们自然会进行动手探索。对于建立有关世界如何运作的词汇和知识非常重要，尤其是在共享期间在出生时聋哑儿童中，绝大多数是由经常提供指导的照顾者发现的。由于早期缺乏接触周围语言的机会，即使有听觉干预可能是感觉运动探索性游戏和父母在游戏过程中的语言输入。此外，依赖视觉手语进行交流的儿童可能会降低这种风险。与依靠言语进行交流的孩子相比，他们有不同的探索学习方式。耳聋和手语经验对探索行为的影响尚不清楚。将是第一个产生关于探索行为如何影响聋人和手语学习的知识的人基于我们过去的工作，本研究旨在通过实验来填补文献空白。和观察方法来揭示运动探索行为和学习之间的关系我们对比了 4 组出生在不同感官环境中的儿童的结果：聋哑组与听力正常组。记录父母正在手语或说话的孩子 4 至 8 岁孩子的探索行为。在参观斯特朗游戏博物馆期间，为了捕捉生态变化，孩子们将参加三个活动。场景：在微型超市游乐区自由探索（目标1），与家长（目标 2），以及对实践展览的结构化操作（目标 3）。探索行为的频率由本科生研究来表征和编码在目标 2 中，父母的指导行为以及他们在探索过程中支持孩子的方式。在博物馆环境中，将根据父母听力状况和主要听力情况进行编码和对比在目标 3 中，我们确定孩子之间的关系。我们预测聋人手语父母对孩子的学习有独特的探索和指导。聋人手语儿童有独特的探索行为，并且他们的探索行为具有适应性，从而可以更好地学习。研究人员团队精通美国手语，负责监督五名聋哑/听力困难的本科生和研究生学生，在美国聋人最集中的城市。预期结果是在生态相关环境中研究儿童的共享方法；确定父母的指导；对儿童学习很重要的行为；以及阐明替代学习途径。扩展当前关于运动感觉发展和语言之间相互作用的理论的潜力学习：高的问题