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Journal of Deaf Studies and Deaf Education 6:1 2001
© 2001 Oxford University Press

Empirical Articles

Structures Underpinning Pretend Play and Word Production in Young Hearing Children and Children With Hearing Loss

P. Margaret Brown, Field W. Rickards and Anna Bortoli

The University of Melbourne

Relationships between pretend play and word production were investigated in 10 hearing (H) and 10 toddlers with hearing loss (D) who attended an auditory/oral early intervention program. All children were videotaped interacting in free play with their hearing primary caregiver at 28, 29, and 30 months of age. Group comparisons were made for the scores for highest and mean levels of pretend play and for the underlying structures of decontextualization, decentration, sequencing, and planning. Relationships with word production were then explored for the two groups separately. Results showed significantly higher levels of pretend play for all dimensions for the hearing children and an association between level of pretend play and word production for the children with hearing loss. Associations between word production and sequencing and planning were found for both groups of children. Word production was associated with decontextualization for the hearing children and with decentration for the children with hearing loss. We discuss theoretical implications of the findings together with implications for intervention with toddlers who have hearing loss.

We thank the children and parents who participated in this study and the teachers of the Taralye Early Intervention Centre, the Parent Advisor Service and the Early Education Programme in Victoria, Australia, for their support. We also thank the Advisory Council for Children with Impaired Hearing, Blackburn, Victoria, Australia, and the Victorian Committee for the Promotion of Oral Education of the Deaf, Ballarat, Victoria, for their financial support for this study, and Maria Remine for assistance with the presentation of the data in this manuscript.

Correspondence should be sent to P. Margaret Brown, Department of Learning and Educational Development, Faculty of Education, The University of Melbourne. Victoria, 3010 Australia (e-mail: p.m.brown{at}edfac.unimelb.edu.su).

Received January 25, 2000; revised July 17, 2000; accepted July 31, 2000


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