Abstract
This chapter weaves together work on early interaction between parents and children who are deaf or hard of hearing (DHH) with research on social-emotional development (Theory of Mind) and wider cognitive abilities (Executive Functions). We describe in detail why language input in sign or spoken language (or both together) facilitates the development of communication, language and cognitive skills using what has been termed the Language Scaffolding Hypothesis. The chapter concludes with a discussion of what research is required next to understand how the current language learning experiences of DHH children - the majority who will have a cochlear implant and hearing parents - can promote both language and cognitive development.
| Original language | English |
|---|---|
| Title of host publication | Understanding Deafness, Language and Cognitive Development: Essays in Honour of Bencie Woll |
| Editors | Gary Morgan |
| Place of Publication | U.S. |
| Publisher | John Benjamins Publishing Company |
| Pages | 115-131 |
| Number of pages | 17 |
| ISBN (Electronic) | 9789027204493 |
| ISBN (Print) | 9789027261861 |
| DOIs | |
| Publication status | Published - 2020 |