Reading the Mind or Only the Story? Sharing Fiction to Develop ToM with Deaf Children
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| Title: | Reading the Mind or Only the Story? Sharing Fiction to Develop ToM with Deaf Children |
|---|---|
| Language: | English |
| Authors: | Chilton, Helen, Beazley, Sarah M. |
| Source: | Communication Disorders Quarterly. Aug 2018 39(4):466-476. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Fiction, Theory of Mind, Deafness, Hearing Impairments, Young Children, Educational Strategies, Books, Evidence Based Practice, Case Studies, Reading Skills, Skill Development, Teaching Methods, Reading Instruction, Foreign Countries |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1177/1525740117741170 |
| ISSN: | 1525-7401 |
| Abstract: | In literature which discusses the Theory of Mind (ToM) of deaf children, the lens is usually focused on the child. Here, the lens is directed toward the practitioners and the potential they have to support the development of ToM. In considering a practice-focused approach, we report on the strategies used by five educators of five deaf children (aged between 4 and 8 years old) while using fiction books to explore the topic of thoughts and feelings. Observation of the book-sharing activities highlighted opportunities to view ToM as a multidimensional construct and identified a plethora of strategies in use in exploring first-order ToM. However, these strategies did not automatically expose deaf children to second-order and higher order concepts. Points are raised about the need for evidence-based practice in the use of strategies to support the refining and progression of ToM in deaf children and the sharing of applied knowledge within the profession. |
| Abstractor: | As Provided |
| Number of References: | 71 |
| Entry Date: | 2018 |
| Accession Number: | EJ1184838 |
| Database: | ERIC |
| Abstract: | In literature which discusses the Theory of Mind (ToM) of deaf children, the lens is usually focused on the child. Here, the lens is directed toward the practitioners and the potential they have to support the development of ToM. In considering a practice-focused approach, we report on the strategies used by five educators of five deaf children (aged between 4 and 8 years old) while using fiction books to explore the topic of thoughts and feelings. Observation of the book-sharing activities highlighted opportunities to view ToM as a multidimensional construct and identified a plethora of strategies in use in exploring first-order ToM. However, these strategies did not automatically expose deaf children to second-order and higher order concepts. Points are raised about the need for evidence-based practice in the use of strategies to support the refining and progression of ToM in deaf children and the sharing of applied knowledge within the profession. |
|---|---|
| ISSN: | 1525-7401 |
| DOI: | 10.1177/1525740117741170 |
