The Voice of the Practitioner: Sharing Fiction Books to Support the Understanding of Theory of Mind in Deaf Children
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| Title: | The Voice of the Practitioner: Sharing Fiction Books to Support the Understanding of Theory of Mind in Deaf Children |
|---|---|
| Language: | English |
| Authors: | Beazley, S., Chilton, H. |
| Source: | Deafness & Education International. 2015 17(4):231-240. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Deafness, Theory of Mind, Fiction, Childrens Literature, Interviews, Teaching Methods, Teacher Attitudes, Young Children, Teacher Competencies, Theory Practice Relationship |
| DOI: | 10.1179/1557069X15Y.0000000010 |
| ISSN: | 1464-3154 |
| Abstract: | In recent years, there has been increasing research interest in the development of theory of mind (ToM) in deaf children and young people and the conditions which might enable or suppress development of the set of skills involved. However, the views of practitioners working with deaf children have not been widely explored. This paper presents the voice of educators of deaf children as expressed in interviews reflecting on a "thoughts and feelings" book sharing activity. The findings discuss how the contributions of those who teach deaf children may add to established understanding in this area. Consideration is given to the potential they may have to augment already delayed ToM skills. The paper, contributing to the practice-centred literature base, also raises important points about the need for ToM research based in real-world classroom practice. |
| Abstractor: | As Provided |
| Number of References: | 67 |
| Entry Date: | 2017 |
| Accession Number: | EJ1129083 |
| Database: | ERIC |
| Abstract: | In recent years, there has been increasing research interest in the development of theory of mind (ToM) in deaf children and young people and the conditions which might enable or suppress development of the set of skills involved. However, the views of practitioners working with deaf children have not been widely explored. This paper presents the voice of educators of deaf children as expressed in interviews reflecting on a "thoughts and feelings" book sharing activity. The findings discuss how the contributions of those who teach deaf children may add to established understanding in this area. Consideration is given to the potential they may have to augment already delayed ToM skills. The paper, contributing to the practice-centred literature base, also raises important points about the need for ToM research based in real-world classroom practice. |
|---|---|
| ISSN: | 1464-3154 |
| DOI: | 10.1179/1557069X15Y.0000000010 |
