Developmental Process of Social Interaction Between a Child with Hearing Impairment and a Teacher

<p>Young children with hearing impairment are typically at high risk of reduced access to rich communicative interaction during infancy. This study describes the social interaction between a child (A) and a teacher (first author) in the special education section of a kindergarten school across a period of eight months. This study aims to investigate the factors that elicit social interaction. The result indicates that the most frequent responses from A were imitative prompts and receptions in the early stage of activities. In the latter half, the study observes an improvement in the relationship between A and the teacher through intersubjective involvement. Nonverbal signs were used to signal responses and promote understanding of the intent of conversation, leading to an increase in responses to questions and other utterances from A. This result indicates the development of mutual negotiation. A possibility exists that these results can encourage social interaction that corresponds to the development level of the child through adults who become specific familiar others.</p><p>【Research Impact】</p><p>This study examines the relationship development support for infants with hearing impairment, which enriches interaction and elicits responses, and early language support using sign language and residual hearing. Studies that examine effective methods for interacting with infants with hearing impairment and that focus on the content of a signer's speech and nonverbal signs are scarce. The current study highlights the importance of the involvement of teachers in relationship development support and demonstrates the influence of intersubjective involvement on the developmental process of interaction.</p>