Jr. Jamieson, TEACHING AS TRANSACTION - VYGOTSKIAN PERSPECTIVES ON DEAFNESS AND MOTHER-CHILD INTERACTION, Exceptional children, 60(5), 1994, pp. 434-449
This study examines the processes by which mothers communicate with th
eir hearing and deaf preschool children during a problem-solving task.
Mothers and children from three matched groups-hearing mother-hearing
child, hearing mother-deaf child, and deaf mother-deaf child-were vid
eotaped while the mother taught the child to assemble a wooden pyramid
. Hearing mothers of deaf children were less likely to adapt their int
eractional strategies to meet their children's communicative needs and
achieve intersubjectivity than were the other mothers. Findings suppo
rt Vygotsky's dialectical notion of cognitive development.