COMMUNICATIVE INTERACTIONS OF DEAF AND HEARING CHILDREN IN A DAY-CARE-CENTER - AN EXPLORATORY-STUDY

Interactions were observed in a day care center serving deaf and heari ng children. Observations focused on eight children (two deaf with dea f parents, two deaf with hearing parents, two hearing with deaf parent s and two hearing with hearing parents) between 2 and 3 years of age. Center classes included deaf and hearing teachers and all children wer e encouraged to sign. Deaf and hearing children alike frequently inter acted with other children and teachers whose hearing status differed f rom their own. However, each group showed a stronger tendency to initi ate communication with same hearing status peers. Hearing children dis played the ability to modify their communications modes to match the h earing status of their intended communication partner. Language abilit y, not hearing status, was associated with the frequency of communicat ion experienced by each child