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Chapter 4 - Coggle Diagram
Chapter 4
Language
- Child-Directed Speech: Parents and caregivers talk to their babies using repetition, exaggerated pronunciation, emphasis and other strategies.
- Deaf parents and caregivers use the same techniques with sign language, called Child-Directed Signs. They sign slower, bigger, and exaggerated.
- One area in the brain is responsible for language. A machine called fNIRS - can see brain activity.
- the brain doesn’t care if you’re learning spoken language or sign language.
- For Deaf children they often arrive at school learning conversational and academic language at the same time.
Thoughts & Language
- when Deaf children are deprived of language from birth onward, their thinking skills do not develop to their maximum potential
- Deaf adult understands how the Deaf student thinks and learns. Deaf adult understands Deaf cultural behavior
- We all develop our thinking skills when we experience the world through all of our senses.
- Sign language, Deaf culture, and multicultures all support the development of thinking, learning and reading for deaf children.
Cognitive Skills
- Signing deaf children develop cognitive and social skills faster because they depend on their vision to read faces and body language
- don’t expect Deaf people to read or write while you are talking.
- Deaf children do better than hearing children in recognizing unfamiliar faces, and remembering spatial and visual information
Metacognition
- Metacognition: Ability to reflect on your own thoughts.
- Theory of Mind (ToM): Ability to understand other people’s feeling, intentions, and emotions, and empathize with them.
- Deaf children who do not have access to conversations at home, and with hearing parents who do not sign, tend to have delayed ToM skills