Emotional development of deaf children: a proposal for intervention

Renata Sarmento-Henrique, Marta Giménez-Dasi

Abstract


This paper briefly presents the relationship between theory of mind and emotional development in deaf children. Current research suggests that the factor that best explains the delay in theory of mind of late signers is their extremely reduced experience of early conversation and its role as a vehicle to structure the mind. This absence of conversation is the factor that upholds and justifies our proposal for intervention. It is proposed a programme that explicitly tackles all of the abilities that make up emotion understanding in the early stages of its development. The intervention is based on peer dialogue as from the methodology called Philosophy for Children (P4C). The proposal is designed to intervene in four emotional components (identification, expression, labeling and regulation) related to the four basic emotions (happiness, anger, sadness and fear).


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