Support Evidence For Social Interaction In Deaf Children

The support evidence for social interaction is in deaf children, fast mapping, and the original word game.

First evidence in deaf children in which social interaction is still occurring even though an adult and the child is not speaking at all. The way the deaf children communicate with others is by using sign language. It does not matter the way they interact because at the end of the day, those deaf children are still incorporating language. Even though, it is difficult for an adult and a child to carry a conversation since there is no speaking language they have construct a different type of language (Senghas &Coppola 2001). Morphemes is the smallest unit in language and it is not only used in writing or speaking, but also in sign language.

This mean that children learn new words after the word has been exposed to them once. This process occurs when there is social interaction for the reason that adults have to expose the children to new words. In order for fast mapping to occur, there has to be a linguistic context occurring so that the children can understand what one is asking them. One example can be the request, “Bring me the red blouse not the aqua blouse.” Automatically, the child will bring the red blouse for the reason that they have been exposed to the word red first. Social interaction is used in fast mapping for the reason that one person is communicating with the other person by interacting. The children hear what one has asked for a specific item in order for them to go bring it to us (Heibeck& Markman, 1987). It would be difficult for the student if the adult points to the item and for the children to take to them. Without any interaction, the student would not be able to understand what the adult exactly want from them. On the other hand, if we do speak and tell them which item exactly to bring then that would be fast mapping. Social interaction is what makes fast mapping possible for it to occur when one person is asking for something from another

This means that when a child points at a dog and it’s a bulldog the adult has to just say it’s a dog. Adults and children are having social interaction by carrying a conversation amongst them by the child asking the adult what is a specific object they are pointing at. It is said that the parents have to teach the child the exact type of group that object belongs to. The children learn the basic words when pointing to an object because they ask the parents to tell them what that object is. Mostly, all children if they see a red cardinal in the tree the first word that will come out of their mouth will be bird. They do this since the parents were the ones who taught them this way. The children should try to learn the new word and not the group word that is used to describe the object (Mervis, Golinkoff, & Bertrand, 1994). This original word game is great evidence that supports social interaction theory. There is plenty of communication between several people when a toddler asks a question and wants to know what the object