3 FEATURES OF THE DEVELOPMENT OF THE EMOTIONAL SPHERE OF CHILDREN WITH HEARING IMPAIRMENTS
The social situation in which a child with hearing impairment finds himself has important in the emergence of features in the development of emotions, the formation of certain personality traits. The child’s personality is formed in the course of assimilation social experience, in the process of communicating with adults and peers. The surrounding social environment is revealed to him from the real position that he occupies in the system of human relations. But at the same time great importance his own position also has, the way he himself relates to his position. The child does not passively adapt to environment, the world of objects and phenomena, but actively masters them in the process of activity mediated by the relationship between the child and the adult.
For development emotional sphere deaf children are affected by certain unfavorable factors. Impaired verbal communication partially isolates the deaf person from those around him talking people, which creates difficulties in assimilating social experience. Children who are deaf cannot perceive the expressive side oral speech and music. A delay in the development of speech negatively affects the awareness of one’s own and others emotional states and causes simplification of interpersonal relationships. Later joining fiction impoverishes the world emotional experiences deaf child, leads to difficulties in developing empathy for other people and characters works of art. Factors that favorably influence the emotional development of deaf children include their attention to the expressive side of emotions, the ability to master different types activities, the use of facial expressions, expressive movements and gestures in the process of communication.
The main directions in the development of the emotional sphere in a child with impaired hearing are the same as in a child with normal hearing: both are born with a ready-made mechanism for assessing significance external influences, phenomena and situations from the point of view of their relationship to life - with the emotional tone of sensations. Already in the first year of life, emotions themselves begin to form, which are situational in nature, i.e. express an evaluative attitude towards emerging or possible situations. The development of emotions themselves occurs in the following directions - differentiation of the qualities of emotions, complication of objects that evoke an emotional response, development of the ability to regulate emotions and their external manifestations. Emotional experience is formed and enriched in the process of communication as a result of empathy with other people, when perceiving works of art and music.
A number of studies by domestic and foreign authors have examined the problems of the unique emotional development of deaf children, caused by the inferiority of emotional and verbal communication with people around them from the first days of their life, which causes difficulties in the socialization of children, their adaptation to society, and neurotic reactions.
V. Pietrzak conducted a study of the emotional development of deaf children, in which the following interrelated problems were solved. The first is to determine the characteristics of emotional development and emotional relationships in deaf children of preschool and school age depending on the preservation or impairment of hearing in the parents, as well as depending on social conditions, in which the child is raised and educated (at home, in kindergarten, at school or boarding school). The second problem is the study of the possibilities of understanding the emotional states of another person by deaf preschoolers and schoolchildren. The ability to understand the emotions of other people reflects the child’s level of emotional development and the degree to which he is aware of his own and others’ emotional states. Understanding the emotional states of another person is facilitated by the perception of them external manifestations in facial expressions, gestures, pantomime, vocal reactions and speech intonation. Such understanding occurs more successfully if the perceiver is familiar with the situation in which the observed emotional state arose, or with a given person, his personal characteristics, and can assume what caused this state. Understanding emotional states involves generalizing many previously observed similar states and their symbolization, verbal designation. As sympathy for another person develops, a child develops syntony as the ability to respond to the emotional state of another person, primarily a loved one. Syntony is the basis of empathy as the ability to “appropriate” the basic properties of the emotional state of another person and feel into his life situation.
IN normal conditions children with hearing impairments have limited ability to perceive emotionally altered speech intonation (for its perception, special auditory work is required using sound-amplifying equipment). The lag and originality in the development of speech affect the mastery of words and phrases denoting certain emotional states. At the same time, with successful social and emotional communication with their closest relatives, deaf children very early develop increased attention to the facial expressions of people communicating with them, to their movements and gestures, and to pantomime. Gradually, they master the natural facial-gestural structures for communicating with other people and the sign language adopted in communication between the deaf. In the experimental psychological studies of V. Pietrzak, the relationships between the nature of communication between deaf children and adults and the emotional manifestations of children were traced. It has been established that relative poverty emotional manifestations in deaf preschoolers is only indirectly determined by their defect and directly depends on the nature of emotional, effective and verbal communication with adults.
The impoverishment of emotional manifestations in deaf preschoolers is largely due to shortcomings in education and the inability of hearing adults to encourage young children to communicate emotionally.
On emotional development Children and their relationships with parents and other family members are also negatively affected by isolation from the family (staying in residential care institutions). These features social situation The development of children with hearing impairments causes difficulties in understanding emotional states, in their differentiation and generalization.
In preschool age, this type of emotional states begins to form, such as feelings, with the help of which phenomena that have stable motivational significance are identified. A feeling is a person’s experience of his relationship to objects and phenomena, characterized by relative stability. The formed feelings begin to determine the dynamics and content of situational emotions. In the process of development, feelings are organized into a hierarchical system in accordance with the basic motivational tendencies of each individual person: some feelings occupy a leading position, others - a subordinate one. The formation of feelings goes through a long and complex path; it can be represented as a kind of crystallization of emotional phenomena that are similar in color or direction.
The development of feelings occurs within the framework of the leading activity of the preschool period - role-playing games. D. B. Elkonin notes the great importance of orientation towards the norms of relationships between people, which is formed in a role-playing game. The norms underlying human relationships become the source of the development of morality, social and moral feelings of the child.
Emotions and feelings are involved in the subordination of immediate desires to play restrictions, while the child can limit himself even in his most favorite type of activity - motor, if the rules of the game require him to freeze. Gradually, the child masters the ability to restrain violent expressions of feelings. In addition, he learns to put the expression of his feelings into a culturally accepted form, i.e. learns the “language” of feelings - socially accepted ways of expressing the subtlest shades of experiences with the help of smiles, facial expressions, gestures, movements, and intonations. Having mastered the language of feelings, he uses it consciously, informing others about his experiences and influencing them.
Due to limited verbal and play communication, as well as the inability to listen and understand the reading of stories and fairy tales, young deaf children have difficulty understanding the desires, intentions, and experiences of their peers. However, the attraction to each other is expressed in attempts to get closer, hug the friend they like, and pat him on the head. These attempts most often do not meet with a response and are perceived as an obstacle that restricts movement. Most often, children brush off their peers, not perceiving their behavior as a sign of sympathy. Children who have recently come to kindergarten are looking for sympathy from adults (teachers, educators); cut off from home, they expect affection, consolation, and protection from them. At the beginning of their stay in kindergarten, children do not come to the aid of their friends and do not express sympathy for each other.
The sympathetic attitude of deaf children towards each other is prompted not so much by the affectionate and kind attitude of adults towards them, but constant appeal their attention to their group mates, specifically aimed at awakening sympathy and teaching them to express it in relation to a crying, offended or upset comrade: usually the teacher uses direct appeal of one child to another, together with him comforts the offended one, demonstrates his sympathy - such an emotional manifestation is like infects the child. An effective instruction is important - take pity, stroke or an invitation (by imitation) to empathy, sympathy for the crying person.
IN younger group At the beginning of the year, children are observed to have a selfish orientation that has developed as a result of their upbringing at home. There is a noticeable desire to grab a better or new toy, and a reluctance to let another child play with his own toy. By middle and senior preschool age, positive changes are noted in the development of friendly and moral feelings. A positive emotional tone is created through the formation of role-playing games, celebrations, birthdays, and the general way of life in kindergarten with an attitude towards another person, another child, his experiences and difficulties.
Important role in the development of emotions and feelings, in the formation of interpersonal relationships, has an understanding of the external expressions of emotions in other people. V. Pietrzak studied the peculiarities of understanding emotions by deaf preschoolers and schoolchildren. During the experiment, preschoolers were shown pictures of human faces expressing a particular emotional state. For identification, expressions of the most typical emotions were chosen - joy, sadness, fear, anger, surprise, indifference. Three variants of images were used: 1) conventionally schematic, 2) realistic, 3) in a life situation (in a plot picture). The subject's task was to identify a person's emotional state by his facial expression and by the whole situation with a certain facial expression and pantomime of the character. It was necessary to name the emotional state, depict it or indicate it using sign language. Among deaf children, only a few correctly identified emotions in schematic and realistic versions of images. The emotional states of the characters in the picture were better understood: in one third of the cases, deaf children gave the depicted emotional states facial, pantomimic and gestural characteristics that were quite emotionally rich. Verbal indications of emotions were found only in isolated cases.
In recognizing emotions in all variants of images, deaf preschoolers were significantly inferior to their hearing peers, but with one exception: images of anger were identified by deaf children just as successfully as by hearing children. They usually used the sign “excited.”
Those children whose parents also had hearing impairments were most successful in recognizing emotions by their external expression, and children of hearing parents were less successful.
Thus, clear external manifestations (facial expressions, gestures, pantomime), clarity and unambiguity of the situation are of great importance for adequate recognition by deaf children preschool age the emotional state of another person.
In progress mental development in children with hearing impairments occurs further development emotional sphere.
The results of V. Pietrzak’s study indicate that deaf students at the turn of primary and secondary school age are quite able to understand the emotional states of the characters depicted in the pictures: fourth grade students quite clearly distinguish between joy, fun and sadness, surprise, fear and anger. At the same time, most of them still have very little knowledge of similar emotional states, their shades, as well as higher social feelings. Deaf children acquire such knowledge gradually - as they study in middle and high school. The positive importance of mastering sign language is noted not only for adequate understanding of the emotional states of other people, but also for mastering verbal methods of describing emotional states.
The relatively late introduction to the diversity of human senses, as observed in deaf children, can have a number of adverse consequences. Thus, they are characterized by difficulties in understanding literary works, the causes and consequences of the actions of certain characters, in establishing the causes of emotional experiences, the nature of the emerging relationships between characters (T. A. Grigorieva), empathy for certain literary heroes arises late (and often remains rather one-dimensional) (M. M. Nudelman ). All this generally impoverishes the world of experiences of a deaf schoolchild, creates difficulties for him to understand the emotional states of other people, and simplifies the developing interpersonal relationships. Difficulties in expressing one's desires and feelings when communicating with others can lead to impairment social relations, the appearance increased irritability and aggressiveness, neurotic reactions.
Research has shown that during school age, significant changes occur in the development of the emotional sphere of children with hearing impairments - they master many concepts related to emotions and higher social feelings, better recognize emotions by their external expression and verbal description, correctly identify the causes that cause them. This is largely due to the development cognitive sphere- memory, speech, verbal-logical thinking, as well as through the enrichment of their life experience, increasing the possibilities of understanding it.
Literature
1. Bogdanova T.G. Deaf psychology. – M., 2002. – 224 p..
2. Koroleva I.V. Diagnosis and correction of hearing impairment in children early age. – St. Petersburg, 2005. – 288 p..
3. Psychology of deaf people / edited by I. M. Solovyov and others - M., 1971.
4. Deaf pedagogy / edited by E.G. Rechitskaya. – M., 2004. – 655 p.
Based on the establishment of meaningful connections between parts of the memorized material and between the memorized material and elements of past experience stored in memory. 1.3 Features of memory development in children with hearing impairment Research by domestic defectologists and psychiatrists (R.M. Boskis, T.A. Vlasova, M.S. Pevzner, V.F. Matveev, L.M. Bardenshtein, etc.) indicate that...
With existing norms, role behavior and understanding of roles give a person the necessary confidence to behave in socially significant situations. 3. Thanks to the teaching of verbal speech, it becomes possible to provide educational influences on a child with hearing impairment and convey to him the norms and values that are significant for the society to which he belongs. A deaf child's understanding of verbal speech and...
Early deafness sharply limits a child's ability to master speech. Because the need for communication cannot be realized through speech; a deaf child is looking for other ways and means of communication with the help of objects and actions. He operates with visual images, is able to draw, sculpt, and create a model from a construction set.
1. Pedagogical classification of hearing impairments, their causes
The classification is based on following criteria: degree of hearing loss, time of hearing loss, level of speech development.
Children with hearing loss are a heterogeneous group characterized by:
The nature of the hearing impairment;
Degree of hearing loss;
Time of onset of hearing damage;
Level speech development(from non-speaking to speech norm);
The presence or absence of additional developmental deviations.
Children are deaf and hard of hearing based on their hearing status. Deaf children are children with the most severe degree of hearing impairment. Deafness is absolute only in exceptional cases. Usually, remnants of hearing are preserved, allowing the perception of individual very loud, sharp and low sounds. But intelligible speech perception is impossible. Hearing impaired are children with partial hearing impairment, which impedes speech development. Hearing loss can be expressed in varying degrees- from a slight impairment in the perception of whispered speech to a sharp limitation in the perception of speech at conversational volume. Depending on the time of occurrence of the disorder, all children are divided into two groups:
Early-deafened children, i.e. those who were born deaf or lost hearing in the first or second year of life, before mastering speech;
Late-deafened children, i.e. those who lost their hearing at 3-4 years of age and later and retained speech to varying degrees.
By modern classification Hearing loss is differentiated depending on the average reduction in hearing thresholds, expressed in units of sound intensity - decibels (dB). Hearing status is never expressed as a percentage. In the classification, decibels show how loud sounds a person cannot hear:
From 0 to 15 dB - normal hearing. A person hears whispered speech at a distance of 6-10 meters. Speech at normal volume - at a distance of up to 30 meters.
16 - 45 dB - mild impairment (1st degree hearing loss). He hears whispered speech at a distance of 4-1.5 m, spoken speech - 5 m and more.
46 - 55 dB - average impairment (II degree hearing loss). Whispering speech - 1.5-0.5 m, conversational speech - 3-5 m.
56 - 75 dB - serious violation hearing (hearing loss III degree). Whispered speech - cannot be heard, spoken speech - 1-3 m.
76 - 90 dB - deep impairment (IV degree hearing loss). Colloquial speech- up to 1 m or scream at the ear.
More than 95 dB - deafness. A person without sound amplification cannot hear whispers or conversations.
At any age, hearing loss can result from: middle ear infection, long-term noise exposure, heredity, illness/birth defects, natural process aging, trauma, treatment with ototoxic drugs, tumors. Otolaryngologists distinguish three main groups of causes of hearing impairment.
1) Hereditary hearing impairment.
2) Acquired hearing impairment.
3) Congenital.
Hearing loss also occurs due to failure to comply with basic hygiene standards and rules and neglect of doctors' recommendations. Typically, sensorineural hearing loss occurs from damage to the inner ear or auditory nerve, which can be caused by genetic reasons, complications after various diseases, ear diseases, head injuries, exposure to certain substances, noise, age-related changes. Genetic disorders are perhaps the main cause of sensorineural hearing loss in children. Non-genetic birth defects - those that appear at birth - can also lead to deafness. The most common genetic disorders are: Usher syndrome, which occurs in 3-10% of patients with congenital deafness; Vandenburg syndrome, recorded in 1-2% of cases; Elport syndrome - 1%. Non-genetic causes of congenital hearing loss: prematurity, neonatal jaundice, cerebral paralysis, syphilis, quinine poisoning, prenatal exposure to drugs such as thalidomide or viral infections - rubella and chickenpox.
Hearing loss as a complication occurs in many diseases: syphilis, when bacteria invade inner ear, damaging the cochlea and auditory nerve; tuberculosis, which causes holes to form in eardrum and neurosensory disorders; bacterial meningitis, which damages the hairs or auditory nerve, leading to hearing loss in 5-35% of survivors; multiple sclerosis, leukemia and autoimmune diseases type of lupus that causes swelling blood vessels ear; general disorders blood circulation, disrupting blood circulation in the inner ear and promoting bleeding; viral infections- mumps, scarlet fever, herpes, rubella, chickenpox, mononucleosis and whooping cough; diabetes; tumors of the inner ear and auditory nerve. There may be a tumor in the ear. Cancerous and noncancerous (benign) tumors can spread there. Tumors temporal bone- large bone on both sides of the head, - part of which is the mastoid ( mastoid), also affect hearing. If the tumor invades the outer or middle ear, it causes conduction disturbances; if the inner ear or auditory nerve is affected, sensorineural hearing loss occurs. The causes of sensorineural hearing loss are:
Neuritis (herpes zoster, parotitis etc.);
Increased pressure of fluids in the inner ear (Meniere's disease);
Age-related hearing loss (presbycusis);
Pathology of the auditory nerve.
Mixed hearing loss is a combination of the two above-mentioned types of hearing loss, that is, a combination of conductive hearing loss with damage to the inner ear. The main causes of this type of hearing loss are:
Infection of the cochlea with chronic inflammation ear;
Layering of age factors on unoperated otosclerosis.
2.Features cognitive development children with hearing impairments
In cognitive terms, of all analyzers, the leading role belongs to vision and hearing. A disorder of the auditory analyzer causes a specific uniqueness in the world of sensations of children. Those temporary connections that are formed with the participation of the auditory analyzer in a deaf child are absent or very poor. The development of memory in children with impaired hearing also has its own characteristics. Research by T.V. Rozanova showed that when involuntarily memorizing visual material, deaf schoolchildren lag behind their normally hearing peers in all indicators of the development of figurative memory: at younger school age they have less accurate memory images than hearing peers, therefore they confuse the locations of objects that are similar in image or real functional purpose .
In children with hearing loss specific features imagination is due to the slow formation of their speech, in particular the peculiar development of the meaning of words, a lag in the development of role-playing games and thinking. Deaf children do not move for a long time from object-based procedural games, in which the main thing is the reproduction of actions with objects, to plot-role games, which require the creation of an imaginary play situation. At primary school age there is a lag in the development of creative imagination.
Hearing deficiency leads to disruption of the development of all aspects of speech, and in some cases to its complete absence, which limits the ability to think and is reflected in behavioral characteristics - isolation, reluctance to make contact.
The development of thinking in children with hearing impairment goes in the same direction as in hearing people: the possibilities of practical analysis, comparison, and synthesis develop. However, more complex processes that require a high level of generalization of the whole develop more slowly. At the same time, children’s participation in practical activities, orientation in the world around them, understanding the purpose of various objects, understanding some of the phenomena that the child encounters in Everyday life, facilitates the ability to carry out practical analysis.
The development of attention in children with hearing impairments occurs under slightly different conditions. Partial or complete shutdown of afferentation of the auditory analyzer disrupts the mechanisms that ensure normal functioning of the brain. Under these conditions, natural brain activity is limited. Due to a violation of the child’s auditory analyzer, sounding objects that attract attention are excluded from his environment, i.e. children do not develop auditory attention. Many children with hearing loss notice a concentration of attention very early on the lips of the speaker, which indicates that the child himself is searching for compensatory means, the role of which he assumes. visual perception. A common disadvantage Children with hearing impairment have difficulties in switching and distributing attention, which negatively affects spatial orientation.
The most difficult thing for a deaf child is to master the grammatical structure of a sentence, the rules of word combinations, and the grammatical connections of words. In the independent written speech of the deaf, there are also shortcomings in the logic and sequence of presentation of events. Deaf children have difficulty planning the material presented. When presenting, they sometimes give a description of particulars, missing the main thing. Deaf students who have mastered dactylology better master the sound composition of words. They form conditional connections between the sound and dactyl image of the word. But in cases where the pronunciation of a word differs from its spelling, dactylology can have a negative impact on the assimilation of the sound composition of speech.
3. Features of the development of personality and emotional-volitional sphere of children with hearing impairments
The conditions of family education have a significant influence on the formation of the emotional-volitional sphere, the development of the personality of deaf children, and the formation of interpersonal relationships at the initial stages. An important factor influencing personality development is the presence or absence of hearing impairment in parents. Thus, deaf preschoolers with deaf parents do not differ from their hearing peers in emotional manifestations, in the number of intellectual emotions, while in the behavior of deaf children with hearing parents, there is a poverty of emotional manifestations - their smaller number and variety. At primary school age, deaf children of deaf parents are more sociable with peers, more inquisitive, they have a desire to dominate in a peer group, to be leaders. Deaf children of hearing parents are more shy, less sociable, and strive for solitude.
All this increases the dependence of deaf children on adults and creates such personality traits, such as rigidity, impulsiveness, self-centeredness, suggestibility. Deaf children have difficulty developing internal control over their emotions and behavior, and their development of social maturity is delayed. The self-esteem of children with hearing loss is influenced by the opinions of teachers. The personality traits that they rate as positive are often related to the learning situation: attentiveness in class, ability to solve problems, accuracy, hard work, academic performance. To these are added actual human qualities: sensitivity, the ability to come to the rescue. Deaf children have significant difficulties understanding the emotions of other people, their shades, higher social feelings, it is difficult to understand the causality of emotional states, and there are great difficulties in the formation of moral and ethical ideas and concepts.
4. Features of the activities of deaf and hard of hearing children
Children with hearing impairment have difficulties in forming movements due to impairment of the auditory analyzer, which plays a leading role in controlling the accuracy, rhythm, and speed of movements. In addition, the slowness of the formation of kinesthetic perceptions, which occurs due to a violation of the interaction of analyzers, and is also often caused by damage vestibular apparatus, leads to difficulties in carrying out voluntary actions that underlie any activity. In the process of performing any activity, deaf students experience difficulties in correlating the purpose of the activity, the result and rational ways of carrying out this activity. Insufficient focus of activity leads to lack of criticality in assessing the results of activity; difficulties are found in independently performing actions according to the model or instructions of the teacher.
Features of the development of the motor sphere are caused by such factors as lack of hearing, insufficient development of speech, as well as functional impairment some physiological systems. In infancy, a deaf child experiences difficulties in forming objective actions. Up to three months his gaze remains floating and does not focus enough on the subject. The “revival complex” turns out to be not pronounced. Only by the age of five months does a deaf child identify objects of interest to him from surrounding objects, however, does not differentiate their properties. Perceives only those objects that are in his field of vision. At the age of one year, children with impaired hearing experience a deficit in movements and insufficient spatial concepts. The development of objective activity begins with the child’s mastery of grasping and the development of fine motor skills of the fingers. Deaf children have difficulties in manipulating small objects, uncertainty about actions with them, superficiality of interest in actions with objects, and the absence of an end result in object-based activities.
Deaf children experience difficulty in substituting objects in play, acting with objects offered for replacement in accordance with their previous purpose.
Conclusion
A person with impaired hearing suffers primarily from a violation of physical, mental and social balance, accompanied by vegetative symptoms, emotional experiences and socio-psychological conflicts.
Bibliography
1. Glukhov V. P. Correctional pedagogy with the basics of special psychology: - Sekachev V. Yu.; 2011, 256 pp.
2. Glukhov V. P. Fundamentals correctional pedagogy and special psychology. Workshop: - V. Sekachev; 2011, 296 pp.
3. Kuznetsova L. Fundamentals of special psychology: - Academy; 2010, 480 pp.
4. Kulemina Yu. V. Fundamentals of special pedagogy and psychology. Short course: - Okay book; 2009, 128 pp.
5. Trofimova N. M., Duvanova S. P., Trofimova N. B., Pushkina T. F. Fundamentals of special pedagogy and psychology: - St. Petersburg; 2011, 256 pp.
Development of emotions in children with hearing loss
The originality of the emotional development of children with hearing impairment is due, first of all, to the inferiority of emotional and verbal communication with people around them from the first days of their life. Emotional deficiency causes difficulties in socialization and adaptation to society.
Under normal conditions, children with hearing impairments have limited ability to perceive emotionally altered speech intonation. The lag and originality in the development of speech affect the mastery of words and phrases denoting certain emotional states.
Relatively late acquaintance with the diversity of human feelings, observed in children with deficiently developing hearing, can have a number of unfavorable consequences and, in general, impoverishes the world of experiences of a deaf child, creating difficulties for him to understand the emotional states of other people. Difficulties in expressing one's desires and feelings in communication with others can lead to disruption of social relationships, the appearance of increased irritability and aggressiveness, and neurotic reactions.
The basic patterns of the development of emotions in a child with impaired hearing are the same as in a child with normal hearing: both are born with a ready-made mechanism for assessing the significance of external influences, phenomena and situations from the point of view of their relationship to life - with the emotional tone of sensations. Already in the first year, emotions themselves begin to form, which are situational in nature.
However, emotional experience is formed and enriched in the process of developing intonational communication with adults, when infants begin to dialogue with adults. Mother and child exchange glances, smiles, various grimaces, and play short games. During this period, sound-speech communication begins to form. All intact analyzers (visual, tactile, olfactory and tactile) are actively included in the process of interaction with an adult. Suffering auditory analyzer also participates in this process.
The further development of children with hearing loss differs from the development of their hearing peers. At the time when speech begins to appear the most important factor development of communication in objective-active relationships between a child and an adult, when emotional imagination and thinking are formed in the process of communicating with the outside world - and a hearing-impaired child acquires special features.
Studies by domestic and foreign authors (V. Petshak, E.I. Isenina, D.B. Korsunskaya, L.P. Noskova, T.V. Rozanova, A.M. Golberg, E. Levine) revealed that children with hearing impairments exist general patterns development of emotionality, however, they manifest themselves with a certain originality, due to the defect and its consequences. The lag and uniqueness of the speech development of children with hearing impairment significantly complicate the awareness of emotional states, their differentiation and generalization.
Hearing-impaired schoolchildren are much less likely than their hearing peers to identify emotions, emotional states, and people’s experiences when describing pictures. Children with hearing impairment have significant difficulties in understanding the causes of emotional states, as well as in realizing that internal emotional experiences can cause any actions.
The emotional development of hearing-impaired schoolchildren also has a number of features.
Limited or insufficient information about emotions and difficulties in verbalizing them are revealed. The most familiar words are those for emotions such as joy, anger and fear; the least familiar are shame, interest, guilt.
Hearing-impaired schoolchildren who have a reduced, limited level of speech development, in terms of the number of correctly selected synonymous rows describing emotions, are significantly inferior to their peers with more high level speech development. Significant difficulties for hearing-impaired schoolchildren are caused by establishing the causes of a person’s emotions and verbalizing both their own and others’ emotions. Due to underdevelopment of speech and limited communication with others, the personal emotional experience of hearing-impaired schoolchildren is significantly impoverished.
Insufficient or low level The emotional development of hearing-impaired schoolchildren is due to a number of reasons: underdevelopment of speech (in particular, emotionally expressive means of language), insufficiently developed skills in identifying and differentiating the emotional manifestations of others, and, as a consequence, one’s own unproductive emotional reaction.
Bibliography
1. Petshak V. Study of emotional manifestations in deaf and hearing schoolchildren // Defectology. – 1989. No. 4.
2. B.D. Korsunskaya “Features of the socio-emotional development of children with hearing impairments, in particular, problems of adjustment” 2000.
Social situation The situation in which a child with hearing impairment finds himself is important in the emergence of his peculiarities in the development of emotions and the formation of certain personality traits.
For the development of emotional areas of deaf children are influenced by certain unfavorable factors. A violation of verbal communication partially isolates a deaf person from the speaking people around him, which creates difficulties in assimilating social experience. Deaf children cannot perceive the expressive side of oral speech and music. The ability to understand the emotions of other people reflects the child’s level of emotional development and the degree to which he is aware of his own and others’ emotional states. Understanding the emotional states of another person is facilitated by the perception of their external manifestations in facial expressions, gestures, pantomime, vocal reactions and speech intonation.
Under normal conditions, children with hearing impairments have little perception of speech emotionally altered intonation is available. The lag and originality in the development of speech affect the mastery of words and phrases denoting certain emotional states. The results of the study led to the conclusion that poverty emotional manifestations in deaf preschoolers to a large extent caused by shortcomings in education, the inability of hearing adults to evoke young children for emotional communication.
In preschool age, this type of emotional states begins to form, such as feelings, with the help of which phenomena that have stable motivational significance are identified. Feeling- this is a person’s experience of his relationship to objects and phenomena, characterized by relative stability
Understanding the external expressions of emotions in other people plays an important role in the development of emotions and feelings, in the formation of interpersonal relationships.
Verbal indications of emotions were found only in isolated cases. Those children whose parents also had hearing impairments were most successful in recognizing emotions by their external expression, and children of hearing parents were less successful.
In the process of mental development Children with hearing impairments experience further development of their emotional sphere. IV grade students quite clearly distinguish between joy, fun and sadness, surprise, fear and anger. At the same time, most of them still have very little knowledge of similar emotional states, their shades, as well as higher social feelings. Deaf children acquire such knowledge gradually - as they study in middle and high school. The relatively late introduction to the diversity of human senses, as observed in deaf children, can have a number of adverse consequences. Thus, they are characterized by difficulties in understanding literary works, the causes and consequences of the actions of certain characters, and in establishing the causes of emotional experiences. All this generally impoverishes the world of experiences of a deaf schoolchild, creates difficulties for him to understand the emotional states of other people, and simplifies the developing interpersonal relationships. Difficulties in expressing one's desires and feelings when communicating with others can lead to disruption of social relationships, the appearance of increased irritability and aggressiveness, and neurotic reactions.
Research has shown that during school age there are significant changes in the development of the emotional sphere of children with hearing impairments - they master many concepts related to emotions and higher social feelings, better recognize emotions by their external expression and verbal description, and correctly identify the reasons that cause them.
Question 29. Emotional communication of deaf young children.
At the initial stages of ontogenesis, D. B. Elkonin identified the following types of leading activities: direct emotional communication (infancy), object-manipulative activity (early childhood), role-playing game(preschool age), educational activities(junior school age).
In a child born deaf or who has lost hearing in the first months of life, difficulties in developing leading activities begin early, with the development of emotional communication. Communication with surrounding people develops gradually in ontogenesis. Its prerequisite is the reaction of concentration that occurs in an infant during contact with adults, then the appearance of a smile and, finally, a complex of revival.
Revitalization Complex- this is a complex reaction, including expressive movements, vocalizations, visual and auditory concentration, on the basis of which hand movements, emotional reactions (smile, laughter), and sounds made by the child later arise and become diverse. This is the beginning of direct emotional communication outside of practical cooperation with adults. In such communication, children use various expressive and facial means and movements.
4 TYPES OF VIEWS ARE HIGHLIGHTED:
1. contact gaze directed into the eyes of another person in order to attract attention;
2. pointing, directed at an object in order to attract the attention of another person to it;
3. a look seeking evaluation (of one’s action), directed into the eyes of another person after performing any action;
4. a connecting gaze, uniting the object to which the child is pointing and the person to whom he is addressing about this object.
Two types of gazes have been observed in one-year-old deaf children- contact (98%) and assessment seeker (2%).
For those who hear peers are already represented all four types of views: contact, index, seeking evaluation and connecting. By one and a half years, i.e. six months later than hearing children, deaf children also develop other types of views. These indicators are influenced by the conditions of family upbringing: they are typical for deaf children of hearing parents. Deaf parents know how to establish contact with their deaf children, so the development of views and natural gestures in children is faster and better.
Analysis of natural gestures shows that the physical structure of a gesture is formed gradually, primarily by imitating the gestures of an adult (“give”, “na”) and by highlighting the physical structure of the action, which partially coincides with the gesture in form (“I want”, “I don’t want”). . In deaf children under two years of age, the functional content of a gesture is formed more slowly. In hearing children, speech helps the formation and correct use of gesture. In the protolanguage of deaf children, movements, primarily gestures, are of great importance, the number and frequency of their use in the function of attracting attention is greater than in the protolanguage of hearing children. In the process of communication, a deaf child needs to hold the attention of an adult. Hearing children achieve this by vocalizing before or after a gesture. Deaf children retain the adult's attention with their gaze, which always accompanies the gesture. The deaf child’s preservation of the facial expression necessary for influence throughout the entire utterance indicates an increased role of emotional expression. Thus, in the development of the first leading activity - emotional communication - many deaf children, especially deaf children of hearing parents, experience a lag. Any leading activity does not appear immediately in a developed form, but goes through a certain path of formation, within this leading activity preparation for transition to the next leading activity. Its formation takes place under the guidance of adults in the process of training and education.
The social situation in which a child with hearing impairment finds himself is important for the development of emotions and the formation of certain personality traits.The child’s personality is formed in the course of assimilation of social experience, in the process of communication with adults and peers. The surrounding social environment is revealed to him from the real position that he occupies in the system of human relations. But at the same time, his own position, how he himself relates to his position, is also of great importance.
The child does not passively adapt to the environment, the world of objects and phenomena, but actively masters them in the process of activity mediated by the relationship between the child and the adult.
The development of the emotional sphere of children with hearing impairments is influenced by certain unfavorable factors. Impaired verbal communication partially isolates a child with hearing impairment from the speaking children around him, which creates difficulties in mastering social experience. Children with hearing impairment are unable to perceive the expressive side of spoken language and music. A delay in the development of speech negatively affects the awareness of one’s own and others’ emotional states and causes simplification of interpersonal relationships. Later introduction to fiction impoverishes the world of emotional experiences of a child with hearing loss and leads to difficulties in developing empathy for other people and characters in works of fiction. Factors that favorably influence the emotional development of children with hearing loss include their attention to the expressive side of emotions, the ability to master various types of activities, the use of facial expressions, expressive movements and gestures in the process of communication.
The main directions in the development of the emotional sphere in a child with impaired hearing are the same as in a child with normal hearing: both are born with a ready-made mechanism for assessing the significance of external influences, phenomena and situations from the point of view of their relationship to life - with the emotional tone of sensations. Already in the first year of life, emotions themselves begin to form, which are situational in nature, i.e. express an evaluative attitude towards emerging or possible situations. The development of emotions themselves occurs in the following directions - differentiation of the qualities of emotions, complication of objects that evoke an emotional response, development of the ability to regulate emotions and their external manifestations. Emotional experience is formed and enriched in the process of communication as a result of empathy with other people, when perceiving works of art and music.
A number of studies by domestic and foreign authors examined the problems of the uniqueness of the emotional development of childrenchearing impairment caused by the inferiority of emotional and verbal communication with people around them from the first days of their life, which causes difficulties in the socialization of children, their adaptation to society, and neurotic reactions.
V. Pietrzak conducted a study of the emotional development of children with hearing impairment, in which the following interrelated problems were solved. The first is to determine the characteristics of emotional development and emotional relationships in children with hearing impairments of preschool age, depending on the preservation or impairment of hearing in parents, as well as depending on the social conditions in which the child is raised and educated (at home, in kindergarten, at school or boarding school). The second problem is the study of the possibilities of understanding the emotional states of another person by preschoolers with hearing impairments. The ability to understand the emotions of other people reflects the child’s level of emotional development and the degree to which he is aware of his own and others’ emotional states. Understanding the emotional states of another person is facilitated by the perception of their external manifestations in facial expressions, gestures, pantomime, vocal reactions and speech intonation. Such understanding occurs more successfully if the perceiver is familiar with the situation in which the observed emotional state arose, or with a given person, his personal characteristics, and can assume what caused this state. Understanding emotional states involves generalizing many previously observed similar states and their symbolization, verbal designation. As sympathy for another person develops, a child develops syntony as the ability to respond to the emotional state of another person, primarily a loved one. Syntony is the basis of empathy as the ability to “appropriate” the basic properties of the emotional state of another person and feel into his life situation
Under normal conditions, children with hearing impairments have little access to the perception of emotionally altered speech intonation (for its perception, special auditory work is required using sound-amplifying equipment). The lag and originality in the development of speech affect the mastery of words and phrases denoting certain emotional states. At the same time, with successful social and emotional communication with close relatives, childrencWith hearing impairment, increased attention to the facial expressions of people communicating with them, to their movements and gestures, and to pantomime is formed very early. Gradually, they master the natural facial-gestural structures for communicating with other people and the sign language adopted in communication between the deaf. Experimental psychological studies by V. Pietrzak traced the relationship between the nature of communication between children with hearing loss and adults and the emotional manifestations of children. It has been established that the relative poverty of emotional manifestations in children with hearing impairment of preschool age is only indirectly caused by their defect and directly depends on the nature of emotional, effective and verbal communication with adults.
The paucity of emotional manifestations in preschoolers with hearing impairment is largely due to shortcomings in education and the inability of hearing adults to encourage young children to engage in emotional communication.
The emotional development of children and their relationships with parents and other family members are also negatively affected by isolation from the family (staying in residential care institutions). These features of the social situation of the development of children with hearing impairments cause difficulties in understanding emotional states, in their differentiation and generalization.
Thus, most preschoolers with hearing impairment have very little knowledge of similar emotional states, their shades, as well as higher social feelings. Children acquire such knowledge gradually - as they study in the middle and senior groups of preschool institutions. The positive importance of mastering sign language is noted not only for adequate understanding of the emotional states of other people, but also for mastering verbal methods of describing emotional states.
Literature
1. Bogdanova T.G. Deaf psychology. – M., 2002. – 224 p..
2. Koroleva I.V. Diagnosis and correction of hearing impairment in young children. – St. Petersburg, 2005. – 288 p..
3. Psychology of deaf people / edited by I. M. Solovyov and others - M., 1971.
4. Pedagogy of the Deaf / edited by E.G. Rechitskaya. – M., 2004. – 655 p.
