Play is an important platform for social learning experiences where children can master their social, emotional, communication and motor abilities. Play behaviors occur in many forms (e.g. pretend, exercise, rough-and-tumble play) and patterns (e.g. social, parallel, solitary play) that vary according to the characteristics of the setting, the familiarity with peers, and the characteristics of the child. Research has shown that due to the impairments in hearing and communication, children with a hearing loss (HL) present different behavior patterns at the playground when compared to normally hearing peers (NHP) . This paper aims to portrait the current knowledge about playground behaviors of children with HL, presenting some suggestions for future research

da Silva, B.M.S.

Rieffe, Carolien

Veiga, Guida

Portuguese

Repositório Científico da Universidade de Évora

Edi~oes PIAGET I Paula Rodrigues Amalia Rebolo Fernando Vieira Amandio Dias , Luis Silva (Coord.) ESTUDOS EM DESENYOLYIMENTO MOTOR DA CRIAN~A HORIZONTES PEDAGOGICOS -\)t' CAPITULOV A REVIEW ON PLAYGROUND BEHAVIORS - THE CASE of CI-IILDREN WITH HEARING LOSS ABSTRACT BRENDA MARINA DE SOUSA DA SILVAl GUIDA VEIGA2,3,4, CAROLIEN RIEFFEl,5,~ Play is an important platform for social learning experiences where children can master their social, emotional, communication and motor abilities. Play behaviors occur in many forms (e.g., pretend, exercise, rough-and-tumble play) and patterns (e. g., social, parallel, solitary play) that vary according to the characteristics of the setting, the fami-liarity with peers, and the characteristics of the child. Research has shown that due to the impairments in hearing and communication, children with a hearing loss (HL) present different behavior patterns at the playground when compared to normally hearing peers (NHP). This paper aims to portrait the current knowledge about playground behaviors of children with HL, presenting some suggestions for future research. Key-words: Play; social interactions; playground; hearing loss. 1 Leiden University, NL. • • · 2 D t d D t Sau, de Escola de Ciencias e Tecnologia, Uruvers1dade epar amento e espor o e , de Evora, PT. . 3 R h C • S t Sci·ences Health Sciences and Human Development esearc enter m por s , (CIDESD). . . -f, 4 C h . H lth R search Center Uruvers1dade de r.vora, PT. ompre ens1ve ea e ' 5 Institute of Education, UCL. . Chil Th th 6 D ch . f th Deaf and Hard of Hearmg d, Amsterdam, e Ne er-ut Foundation or e lands. 305 INTRODUCTION C unication is one the primary areas affected in chilct om~ di oni MacDonalds & Pasick, 1980 cit in 1 however soc. 1 ren With HLMorse, r zz , . . , Ia -ernot. fu ti ning is also a critical doma1n2, which affects children .th1ona1 nc ol . t cti· ons Morse et. al., 1980 cit in 1. Wt lil;s peer p ay in era . . , Pl Y has a central role in children s development as it p a . . I f rovid c ty zone in which children fee ree to create, repeat anct es a sa1e d. . d . . exp1 different situations, therefore 1scovenng an practicing their ore · ·1 d f · · compe tences3. Play is also a pnvi ege way o communicating, especiaU . -the early years4. However, giving the large amount of audito Y 1n kinetic stimulation during peer play, as well as the velocity of iz and h s · · 1 . h erac-tions and of rules c anges engaging 1n peer p ay mtg t be a ser" challenge for a child with HL. Although play interactions of chil~ous with HL are important to understand their social and emotional deren Ve-lopment, research on the topic has been lacking over the years. Most papers on this subject already date from more than 20 years agol,6,s and although most findings still reflect the current behaviors tha; these children have, they are not up-to-date with the evolution in technology, especially in what concerns the evolution of hearing aids and cochlear implants. Therefore, the aim of this study is to report the state of the art about the playground behaviors of children with HL. LANGUAGE, COMMUNICATION AND PLAY More than 90 percent of children whit HL are born to hearing families, which means that for the most part of this group there is a mismatch between the communication used by the child, the parents and siblings, which is reported to affect the development of language and the ability to communicate. Communication is a broad concept as it involves the ability to portrait and understand intentions/ ideas using various forms (e. g., facial expressions, tone of voice), a~d not only language itself9. The communication impairments that childre~ with HL have, causes them also to be less effective on expressing their feelings, needs, thoughts problems and desires to others, and also . ' un-understanding what others want to portraylo. Not being able to . I derstand and be understood increases the frustration with the ~oc~~ world, interfering with their emotional and behavioral regulation ' and affecting how children are perceived and treated by others. 306 i.,inguage ~er?es early in life, becomes more comp lex through tt is influenced _by the ~1ld's experiences with his/her j))(' interactions are crucial to maintain con-on and therefore ' young children face difficu lties in language t,e(J11,'lC their ex~hange from the symbols and routines to the associa'. te<l verbal d~es _is mu~ harder. These difficulties hinder their ability IO initiate sooal mteract1ons7 as to sustain certain types of pla}"'. pLAYGROUND BEHAVIORS Jn:emctWnwithpeers Hearing and communi~ating are_ very important within play acti-1itics, there~re c_hildren with HL might have fewer opportunities for p!JyM°"'"'· A,d,,~.oru. MacDunalds &. Pasick, 19W cit in l especially because they might face more difficulties in establishing interactions with peers, partirularly in large social seltingsll. Research shows that children with HL establish fewer and shorter social interactions than normally heari11g childre.n12, and interact mainly with chi ldren with the same heari11g status8, developing social network~ that are much fragile than theirHlm. Nowadays, most children with HL are integrated in mainstream schools, which means that they can encounter children with or wit-hout HL. When initiating interactions with pet-rs independently of the context, children with HL prefer peers with the same hearing sta-tus, and children with normal hear ing (NH) do that as well7,14 . This has been connected to the shared communication mode, which means that when two children with HL initiate and ma intain interactions they use similar methods, usually 11°'.1verbal. When a child _with HL tries to initiate interaction with a heanng child, most of th(' times this attempt is simply ignored, and initiation from HP to a peer with HL is mustly non-existent!,1', l&_ Therd_ore c~ldrcn wrth HL ~re often exclu-ded from th<" peer group, espeoally 1£ the group comusts ":f 0ildren with a different hearing status, being ignored and less uw1ted to playl.\4.15_ Because their social initiations with HP arc less successful, children with ! IL spend more hme alone at the playground than their HPl5, avoiding group interaction~. and preferring peripher~I areas of d to avoid peersl, which causes them to not take act the playgroun d Th d Van th full exploration of the playgroun . e pre ominant b h , t~ge of chie "ldren with HL show at the playground is reticent heh e. a, vior that . h b t t • • . av1or . th h ver around, observing ot ers u no JOirung them R , 1 e ey O · d' 17 · e : ., b h vi·or has been related in previous stu 1es with chi'ld ' ttcent e a . . ren 'th al hearing (NH) to a lack of emotion understanding a d w1 norm . . . , n to t. dysregulation. Children with HL seem to be interested. emo 1On . 1n . t tin' g with the peers but are mostly fearful of doing so to av . m erac . . 01ct conflicts and rejection, caused by the constant re1echon that they face by their NH peers18. . . . . There are different strategies !o_interact with peers ~e.g., Joining an ongoing activity, requesting to Join verbally, disruptively ·intruding the activity, hovering)19 and the most successful manner to enter in a group activity for a young child, is to join the others in the ongoing activitylt However, this strategy is less frequently used by children with HL, compared to children with NH. Instead children with HL tend follow two different behaviors: hovering, i. e., standing close to the group waiting for an invitation, or entering in a disruptive way, for example stealing a toy 12. The tendency to use these strategies seems to be related to a preference for strategies in which they do not need to rely on verbalization9,14_ Forms of Play In what concerns to the play forms, research has mainly focused two types of play: pretend and constructive play. Pretend play evol-ves in complexity throughout child development, starting with the child acting upon herself, evolving into make-believe with objects, and !hen others and is highly dependent on language4. Less demanding in terms _of the use of verbal clues and exchanges between pee~s, constru~hve play relates to the exploration of objects in order to_build so_mething, alone or in a group17. In the early stages of life, children with HL_ engage equally in pretend play when compared to their I-JP, ~son th1s stage pretend play is less complex and less dependent 0~ anguage4. However, throughout development as pretend play requi1· res more frequ t d ' · th B en an complex language abilities children WI . start to fall heh· d h . ' ct1ve 1 4 6 in t eir HP, preferring to engage in constru h pay, . Nevertheless, the development of pretend play follows t e same stages as children with NH, which indicates that the progres· 308 t happens at a slower pace, as their Ian siort jt1S ort this knowledge some comparisons hguagbe skills also do6. rr. st1PP h'ld 'th HL h ave een done inside 10 up of c 1 ren w1 , s owing that h'ld . the gro . kill d c 1 ren w1 th better unication s s ten to engage more in pret d 1 h corrut1 f b en P ay, t an those h Show poorer per ormances, ecause their abili'ti• t w o I es o convert sym-1 / ideas into language verbal clues is stronger6 and 1 b bO s . kill . a so ecause of their word production 2~ s, which have been reported to be large! related to pretend play . Y CONCLUSION It is through play that children practice their developmental skills, and primarily communicate with each other. Hearing and communi-cating are very important when interacting with peers, and for that reason children with HL face more difficulties in establishing and maintain playful interactions with peers, particularly in large settings. Children with HL play more frequently with same hearing status' peers. When joining HP, they are often ignored and less invited to play, which makes them more fearful to interact. Only few studies have examined play behaviors of children with HL, showing that throug-hout development, as pretend play requires more frequent and com-plex language abilities, children with HL start !o ~all behind their HP, preferring to engage in constructive plar ~ew 1ns1ghts about how the involvement in specific types of play 1s influenced by deafness are crucial for the inclusive education practices and therefore should be the focus of future research. BIBLIOGRAPHIC REFERENCES 1 • 5 D Th effect of partner hearing status on social and cogni-LEVINE L. M ., Antia . . e tive play J Early Interv. 1997· ·· J H M E f 2 WIEFFER;NK C. H ., Rieffe C., Ketelaar L., De Ra_evelL., FJnDJnS f.S .d D ~~dion . . f h"ldren with a cochlear imp ant. ea tu ea uc. understanding m <lea c i 2013; 18(2): 175-86· ch and Policy on Children's Play. Child Dev Perspect. 2009 3 PELLEGRINI A. D. Resear Aug; 3(2): 131-6· . M De Goulart G., Chiari B. M. Caracterizac;ao do jogo sim-4 QUINTAS T., C~~ti L. ., ditivos: estudo de casos e controles. Pr6-Fono Rev Atua-b6lico e~ de~i~ientes a~21(4): 303-8. lizac;ao Cienttfica. 2oo9, 309 

A review on playground behaviors - the case of children with hearing loss

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A review on playground behaviors - the case of children with hearing loss

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