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.

Osnovni cilj rada je da se pregledom dostupne literature ukaže na osnovne oblike neverbalne i verbalne komunikacije gluve i nagluve dece predškolskog uzrasta. Primerena i efikasna rana komunikacija bez obzira u okviru kog jezičkog modaliteta se odvija (znakovni ili govorni), zajedno sa prihvatanjem deteta i njegovog oštećenja je osnova uspešnog kognitivnog razvoja i razvoja ličnosti deteta, što predstavlja osnovu komunikacije i izgradnje jezičkih veština. Oštećenje sluha i govora dovodi do određenih specifičnosti i teškoća u razvoju ove dece, što zahteva adekvatne metode i postupke u procesu rehabilitacije i edukacije, veliku podršku i podsticaj porodice, predškolske ustanove i okoline. Kod gluve i nagluve dece predškolskog uzrasta, kroz igru i razne spontane i usmerene aktivnosti, neophodno je razvijati sve funkcije verbalne i neverbalne komunikacije. Koji oblik komunikacije će gluva i nagluva deca koristiti i razviti u velikoj meri zavisi od toga da li potiču iz porodice gluvih ili roditelja koji čuju.