Research Recommendations of the Second Conference on Problems of the Deaf and Hard of Hearing Reprint and Circular Series of the National Research Council (1929) / Chapter Skim
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Problems of Infancy and Early Childhood
Problems of Infancy and Early Childhood
Pages 23-33
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From page 23... ...
When we consider the stress now being placed upon the significance of the early years in general development, and the increasing recognition throughout the medical, psychological and educational fields of the importance of adequate handling of the child in these years, it seems astounding that there should be such a great gap in our knowledge. We know little about methods of testing hearing at the early ages, little of the retardation effect of auditory deficiency upon general development, and relatively little of the significance of one or two or three years of partial hearing at early ages with reference to the later general development of the individual.
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From page 24... ...
The nursery school should be located in a city and provision should be made for the care of boarding pupils as well as of day pupils, in order that a sufficient number of young deaf children can be assured for purposes of study and training. In the absence of material with reference to the frequency of auditory deficiency in very young children, and on the basis of the best information available with reference to the frequency of the deficiency among older children., it seems necessary that a school, if established, be located where considerable numbers of children will be available.
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From page 25... ...
Cm operative relationships should be maintained with any or all of the following: established institutes of child welfare, research nursery school organizations, and schools for the deaf. Since the problem of auditory deficiency is a problem which is related to almost every feature of the physical and mental life of young children, it is necessary that the school be located in an institution which already has upon its staff capable investigators in the various fundamental sciences who can cooperate on the projects outlined.
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From page 26... ...
No lower age limit should be set, and the upper age limit should be set at approximately six years, depending upon the educational opportunities available for auditorily deficient children in the community in which the school is located. The school should be effectively a nursery school with the emphasis J upon young children.
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From page 27... ...
Later, a more intensive study can be made by securing complete data on the family background and the history of every individual child in the school. Such an intensive history, in addition to throwing light upon the particular individual child, might also throw into relief general problems which could be attacked on a wider scale.
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From page 28... ...
When one realizes the relationship that exists between the onset of auditory deficiency and the amount of progress the child makes in subsequent instruction in a deaf school, and the tremendous acquisition of the hearing child between the ages of two and five or six years with its correlated effects. upon the development of all mental processes, it seems highly important that every effort should be made to study the possibility of meeting the hearing deficiency in this early period with every mechanical aid possible.
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From page 29... ...
The Conference cites the difference in the development of blind as compared with deaf children, which points to the importance of auditory stimulation as a factor in We development of complex mental processes. The Conference would also point to the investigations off sensory discrimination which seem to indicate that sensory discrimination is improved to a marked degree by the attaching of certain language responses to the material which Is to be discriminated, as contrasted with such discrimination when no such language responses are involved.
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From page 30... ...
It is true that occasionally deaf children show outbursts of uncontrolled motor energy and present a picture quite the opposite, but taken as a whole, the contrast with normal children is marked. Nevertheless, the spontaneous motor behavior of a child plays a very important part in his general development; a part which is increasingly recognized.
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From page 31... ...
This, too, is a topic on which a number of specific studies could be undertaken, one of the first of which might be a study of the effects of young auditorily deficient children associating with other auditorily deficient children as compared with benefits of association with hearing children. The study should, however, go much farther.
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From page 32... ...
In connection with the study of methods of training young deaf children, a survey should be undertaken of play activities among them, both from the standpoint of the present activities ire which such children engage and possible activities in which they might engage. In this connection, a surrey of the play equipment available in the home of the child should be undertal~en; a study in the nursery should be made of the types of activities in which young deaf children spontaneously engage, the educational values of such activities, and the manner in which such activities can be made to have greater educational value.
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From page 33... ...
With the application of test devices in such situations, hundreds of auditorily deficient children will be discovered, and the question of their effective handling will come directly to the fore. The individuals in charge of the nursery school project, and the National Research Council should envisage this future possibility and in setting up its program look toward the meeting of this situation.
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