Nurturing Language and Learning: Development of Deaf and Hard-of-Hearing Infants and Toddlers PDF
Preview Nurturing Language and Learning: Development of Deaf and Hard-of-Hearing Infants and Toddlers
ADVANCED PRAISE FOR NURTURING LANGUAGE AND LEARNING “From their rich history in early work with babies and their families, Spencer and Koester have identified the area where the field is failing children; that is, providing support to practitioners and families of very young babies who are deaf or hard of hearing. This book doesn’t just dabble in the area, it dives head-first into the breach between the rarified air of the research camp and the hardscrabble struggle of real parents and their babies. This book is a must on the shelf of all early interventionists.” —Susan Easterbrooks, Regents’ Professor of Educational Psychology, Special Education and Communication Disorders; Program Coordinator, Deaf Education Program, Georgia State University “At last! Parents of deaf and hard-of-hearing children now have a book that puts all the information about their child’s development during the first three years of life in one tidy place. Spencer and Koester repeatedly reassure parents: you can do this! And then tell them how. You will meet all kinds of families and their deaf and hard-of-hearing children—children with hearing parents, children with deaf parents, deafblind children, children with multiple disabilities, families of diverse cultures and diverse languages, children with CIs and those without—and all are accorded the same respect. Spencer and Koester not only know their stuff, but they write from the heart.” —Linda Risser Lytle, Professor, Department of Counseling, Gallaudet University; co-author of Turning the Tide: Making Life Better for Deaf and Hard of Hearing Schoolchildren “How do parents respond to their infant’s unique personalities and gifts when the infant is deaf or hard of hearing? This timely, well-written and comprehensive book provides insights gleaned from parents and professionals who have been successful in detecting, accepting, and learning how to communicate with these infants. This book is an essential and long-awaited guide to understanding the normal developmental stages of infants who have hearing challenges, providing parents and caregivers with the intervention resources and best practices that they need for early identification and fostering of optimal development in this population of infants.” —Alan Fogel, Professor Emeritus, Developmental Psychology, The University of Utah “Anyone involved with deaf and hard-of-hearing infants and toddlers—parents, early interventionists, health care professionals, students—will value Spencer and Koester’s clearly written and unbiased presentation of developmental advances across domains. Drawing from their own interactions with deaf and hard-of-hearing infants and toddlers, they explain in a reader-friendly tone how advances in one domain propel development in others, and provide evidence-based strategies to support positive early interactions with and a positive developmental trajectory for these young explorers.” —Janet R. Jamieson, Professor and Co-Director, Program in Education of the Deaf and Hard of Hearing, The University of British Columbia PROFESSIONAL PERSPECTIVES ON DEAFNESS: EVIDENCE AND APPLICATIONS Series Editors Patricia Elizabeth Spencer Marc Marschark Social Competence of Deaf and Hard-of-Hearing Children Shirin D. Antia and Kathryn H. Kreimeyer Mental Health and Deafness Margaret du Feu and Cathy Chovaz Auditory (Re)Habilitation for Adolescents with Hearing Loss Jill Duncan, Ellen A. Rhoades, and Elizabeth Fitzpatrick Literacy Instruction for Students Who Are Deaf and Hard of Hearing Susan R. Easterbrooks and Jennifer Beal-Alvarez Nurturing Language and Learning: Development of Deaf and Hard-of-Hearing Infants and Toddlers Patricia Elizabeth Spencer and Lynne Sanford Koester Introduction to American Deaf Culture Thomas K. Holcomb Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students Patricia Elizabeth Spencer and Marc Marschark Early Intervention for Deaf and Hard-of-hearing Infants, Toddlers, and their Families: Interdisciplinary Perspectives Marilyn Sass-Lehrer (Ed.) Nurturing Language and Learning Development of Deaf and Hard-of-Hearing Infants and Toddlers Patricia Elizabeth Spencer Education and Research Consultant, Bethesda, Maryland Lynne Sanford Koester Professor Emerita, University of Montana-Missoula 1 1 Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and certain other countries. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America. © Oxford University Press 2016 First Edition published in 2016 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization. Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. Library of Congress Cataloging-in-Publication Data Spencer, Patricia Elizabeth. Nurturing language and learning: development of deaf and hard-of-hearing infants and toddlers / Patricia Elizabeth Spencer and Lynne Sanford Koester. pages cm. — (Professional perspectives on deafness: evidence and applications) Includes bibliographical references and index. ISBN 978–0–19–993132–3 1. Deaf infants—Language. 2. Deaf infants—Education (Early childhood) 3. Hearing impaired infants—Language. 4. Hearing impaired infants—Education (Early childhood) 5. Language acquisition. 6. Oral communication. 7. Early childhood education. I. Koester, Lynne Sanford. II. Title. HV2391.S64 2016 371.91′2—dc23 2015022369 9 8 7 6 5 4 3 2 1 Printed by Webcom, Canada We gratefully acknowledge the mentors who taught us so much about infants, toddlers, and their parents, Kathryn P. Meadow-Orlans and Hanuš and Mechthild Papoušek. And with love and gratitude, we want to thank our own very first teachers, Margaret and Walter Spencer, Robert and Lillian Golden, Essie Mae Spencer Foster, Elizabeth and Gilbert Sanford, Vonnie Gaulding, and Walter Edward Sanford. CONTENTS Preface: Or, Why This Book Was Written ix 1. Great Expectations: An Introduction 1 2. What Can My Baby Hear? 31 Chart 1: Behaviors to Watch for at or near Birth 65 Chart 2: Advances to Watch for by about 3 Months 67 3. Welcome to the World: The Prenatal Period to 3 Months 69 4. Early Parenting Goals: Nurturing and Supporting Development in the First 3 Months 95 Chart 3: Advances to Watch for by about 6 Months 125 5. Why Is Early Learning So Important?: 3 to 6 Months 127 6. Learning, Feeling, and Communicating: 3 to 6 Months 153 Chart 4: Advances to Watch for by about 9 Months 178 Chart 5: Advances to Watch for by about 1 Year of Age 181 7. On the Move: 6 to 12 Months 183 8. Little Communicators: 6 to 12 Months 217 Chart 6: Advances to Watch for by about 18 Months 243 9. The Symbol Users: Representing, Remembering, Recreating: 12 to 18 Months 245 Chart 7: Advances to Watch for by about 2 Years 281 vii viii Contents 10. Almost Two and Look What’s New! 18 to 24 Months 283 Chart 8: Advances to Watch for in 2- to 3-Year-Olds 315 11. Little Psychologists and Budding Linguists: From 2 to 3 Years Old 317 12. Where We Are . . . And Where We Are Going 359 Appendix: Resources and Websites for Parents and Professionals 369 References 373 Index 397 PREFACE: OR, WHY THIS BOOK WAS WRITTEN The idea for this book has been incubating for some time— decades, actually. It stems in large part from the work we were privi- leged to do as members of the research team headed by Dr. Kathryn P. Meadow-Orlans in the Center for Studies in Education and Human Development at the Gallaudet University Research Institute. Lynne brought to this work a background in developmental psychology, one enriched by her previous collaboration with Professors Hanuš and Mechthild Papoušek, who pioneered creative ways of studying infants. They devel- oped the concept of “intuitive parenting,” which has had significant appli- cation to the early experiences of deaf and hard-of-hearing infants, as well as those with typical hearing. Pat came to the research team with exten- sive background in early language development and in both assessment and programming for young children who were deaf or hard of hearing. Dr. Meadow-Orlans, who gave us the opportunity to participate on her team, was already a leading researcher on topics related to the social-emotional and psychological development of deaf and hard-of-hearing infants and ix
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