| Title: |
'A Survey of Preschool and Kindergarten Teachers' Perspectives of Pragmatic Skills of Children who are DHH Aligned with Common Core Standards' |
| Track: |
3 - Language Acquisition and Development
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| Keyword(s): |
Pragmatics; Common Core Standards |
| Learning Objectives: |
- Participants will identify age-appropriate expectations of preschool and kindergarten pragmatic skill development aligned with Common Core Standards.
- Participants will discuss results from a survey study describing teacher perceptions of pragmatic skills of children who are DHH compared with same-age hearing peers.
- Participants will discuss intervention strategies to improve pragmatic skill level in the preschool and kindergarten classroom.
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Abstract: |
Pragmatics, or the social use of language, is a skill learned early in life by most typically developing children. According to the American Speech-Language-Hearing Association (ASHA), pragmatics involves competence in language and communication skills, such as greeting, informing, requesting, changing language depending upon the relationship with the listener, and following conversational and storytelling rules such as taking turns. Furthermore, age-appropriate social/emotional development of preschool children is indicated as a priority in many state-level Early Childhood Common Core Standards in preparation for kindergarten readiness. Pragmatic skills among children entering into the mainstream kindergarten setting, according to the Common Core Standards, includes a development of self-awareness, positive self-esteem, and social skills that promote positive interactions with others. Children who are deaf or hard of hearing (DHH) and who use listening and spoken language frequently enter mainstream educational settings. Development of age-appropriate pragmatic skills consistent with expectations described in the Common Core Standards will promote successful educational experiences in general education classrooms. This presentation will provide national survey results of preschool and kindergarten teachers’ perspectives concerning the pragmatic skills of children who are DHH as compared with hearing peers and as aligned with expectations described in Common Core Standards for preschool and kindergarten children. In addition to teacher perceptions, the presentation will include survey respondents’ suggestions for successful classroom interventions and professional collaboration to improve child pragmatic skill development. |
| Presentation: |
This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online.
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| Handouts: |
Handout is not Available
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