A when describing the game of deaf children, some teachers tend to show it as stereotyped , unimaginative, repetitive and sometimes refer to it as nonexistent in the lives of these children. Is this real? What are the reasons? How can we reverse it?.
While there is evidence to detect prior to the first year of life, hearing impairment, is from that moment the deaf child begins to manifest itself. Not generally used to accompany vocal emissions their activities although sometimes emits cries (especially in certain emotional situations), although they have no phonological content.
However, if the child has no other components, that tendency in the development of language is not listed in other situations or activities, which tends to be active and exploratory capacity with a very noticeable (about two years) which is when interesting and dynamic displays: the game gives them a context that allows them to solve practical problems they face.
far there would be no reason why a deaf child can not play. But ... since the school provide opportunities for play?. If you play ... you learn?
Before the school around the body of knowledge that the child has been brought within the framework of the game.
is in this context that produces intelligent behavior arise as an attempt to solve a problem. They become involved when they are exercised by the simple pleasure of being made. "The learning space coincides with the space to believe and not believe characteristic of the game."
Example: Luke grabs a glass (soon to be microphone) Julian Woods pulls a box next to become a drum. Lucas singing his way and Julian accompanying with the case (sorry, with his drum).
The present balance between assimilation and accommodation processes characteristic of all learning are also present in the leisure sector. If these children are accommodated both would really just a box and a glass as they really are, without being able to transform them as they did. If the first process of assimilation only believe they are true microphones and drums.
In no case would learn anything, so there is a balance. Space is precisely this balance between believing and not believing characteristic of the game, coinciding with the balance between assimilation and accommodation processes necessary but not sufficient for learning. But we must ask: if you really could play what things you learned?
chose Objects have things in common with the real.
microphones increase the intensity of the voice (they spoke louder).
feel the vibrations of his voice within the vessel.
The box does not sound the same way with woods without them.
Watch a picture of a drum, said box and babbles "drum."
both sing, dance and move.
not always obvious problems that are presented to the child during the game, but it is clear that the activity provides a wealth of information reaching him through his senses healthy helping in the learning process referred .
In this way we could raise two play situations: the free, where the teacher is an observer of what children occur during the course (peer exchange - transfer of learning, attitudes towards objects) as context scheduled game content to work, for example dramatize situations buying and selling is more significant for the development of language that always repeat the names of the items to drawings or photos.
The game then what chance gives the deaf child? The game allows potentials, say exercise and healthy aspects sometimes hidden by long hours of work on the damaged area. Develops internal conflicts, anxieties find a space to be developed. It helps to shape notions of space and time and improve their abilities. Establish links being able to see themselves as being integral. Retrieves and the desire to know what word to dominate of interest.
Why implement it in school? Because it gives us information about the boy, we can see if you are appropriating the language, gives us a view out of the everyday proposal, we see trade with others, etc.. Because it offers an atmosphere of trust that strengthens the teacher-student relationship.
Before teachers are teachers of the deaf and as such have a responsibility not to cut the education of these children to language teaching. Hence the importance of work on other aspects related to the integration and development of the individual. The game gives us a chance we can not miss.
Claudia Andrea Fernandez
La Matanza, Buenos Aires. Argentina.
0 comments:
Post a Comment