| Abstract: | This exploratory study examined the cognitive and social play behaviors of hearing-impaired kindergarten children with regard to classroom instructional mode and communication strategies. Two classes were observed--one using sign communication and the other using an oral-based method of communication. Functional, constructive, dramatic, and social play behaviors were observed and documented. Statistically significant differences were found between the two groups of children with regard to social and dramatic play as well as with regard to levels of aggression. For example, children in the sign-based class demonstrated higher levels of social play behavior and lower levels of aggression than the children in the oral-based class. Guidelines and strategies to help children initiate and sustain play are suggested. |
