Baština (Jan 2019)
Forms of non-verbal and verbal communication of deaf and hard-of-hearing children of preschool age
Abstract
The paper discusses the basic forms of non-verbal and verbal communication of deaf and hard-of-hearing children of preschool age. Communication of the deaf and hard-of-hearing children can be verbal (oral and written) and non-verbal (primarily involving sign language as well as the use of manual alphabet - dactylology, mime and lip-reading). Appropriate and efficient early communication, regardless of the language modality (sign or speech) within which it takes place, together with accepting the child and its impairment, is the basis for successful cognitive development and the development of the child's personality, which represents the basis of communication and the development of language skills. The impairment of hearing and speech leads to certain specificities and difficulties in the development of these children, which requires adequate methods and procedures in the process of rehabilitation and education, great support and encouragement from the family, the preschool institution and the environment. At preschool age, the task of kindergarten is to enable children to continue adopting the language they have started adopting in the family, and it will be best adopted through interactions with other fluent speakers - adults and children. In deaf and hard-of-hearing children of preschool age, through playing and various spontaneous and directed activities, it is necessary to develop all the functions of verbal and non-verbal communication. Which form of communication the deaf and hard-of-hearing children will use and develop depends, to a large degree, on whether they come from a family of deaf parents or of hearing ones. Seeing that the population of children with hearing impairments is very heterogeneous, in order to meet the needs of all the children regarding communication and education, it is necessary that there are different alternatives in their upbringing and education.
