For decades children with moderate hearing loss (MHL) were “forgotten children”. Most research focused on deaf children and the needs of children with MHL were underestimated. Children with MHL... Show moreFor decades children with moderate hearing loss (MHL) were “forgotten children”. Most research focused on deaf children and the needs of children with MHL were underestimated. Children with MHL have inconsistent access to linguistic input and social-emotional experiences and that place them at risk for developmental difficulties. In the present thesis the psychosocial functioning of toddlers with moderate hearing loss was examined within the context of the caregiving environment. No risk factors were found in the parent-child affective domain: Toddlers with MHL were affected by the emotions of others, they were affectively available to their parents and their parents to them, and their parents did not feel more parental stress than parents of toddlers without hearing loss. Challenges were found in the domain of meaningful social interactions: Toddlers with MHL had more difficulties in understanding the intentions of others and exchanged fewer social-communicative signals. The episodes of joint engagement during parent-child interactions were briefer and parents used less rich language during these interactions than parents of toddlers without hearing loss. To overcome these challenges parents could ready storybooks with their children. An interactive reading program for parents of toddlers with hearing loss showed to be effective in increasing joint engagement. Show less
In comparison to hearing children, children with hearing loss more often experience social-emotional problems. This thesis aimed to assess whether this was also true for 1-to-5-year-old children... Show moreIn comparison to hearing children, children with hearing loss more often experience social-emotional problems. This thesis aimed to assess whether this was also true for 1-to-5-year-old children who had received a cochlear implant (CI) to remediate their hearing loss. In comparison to hearing peers, children with CI were found to be delayed on some but not all aspects of social-emotional functioning. No delays were found regarding social behavior or empathy. However, children with CI did show delays on theory of mind understanding and on the development of moral emotions. Against expectations, language skills did not have a major influence on children's social-emotional development. Parents in both groups had adopted similar parenting styles. Positive parenting was associated with better social-emotional functioning in children, whereas negative or uninvolved parenting were associated with lower social-emotional functioning. Based on this thesis we can conclude that a CI is beneficial for the social-emotional development of children with a hearing loss. However, these children are still at risk of developing delays in some areas of social-emotional functioning. Furthermore, we should not assume that children with CI who have a strong language development will also show a healthy social-emotional development. Show less
Between 150 and 200 deaf children are born in the Netherlands each year. Deafness has major consequences for these children’s development, as it deprives them of access to spoken language. Since... Show moreBetween 150 and 200 deaf children are born in the Netherlands each year. Deafness has major consequences for these children’s development, as it deprives them of access to spoken language. Since the 1990s, deaf children have been able to have a cochlear implant (CI), which enables them to experience sound. The questions central to this thesis concern the way in which a CI affects children’s development, and the factors that play an important role in this. The framework for this thesis is provided by Bronfenbrenner’s social-ecological model, which proposes that children’s development is influenced by the quality and quantity of their interpersonal interactions. These interactions are influenced indirectly by the environment in which children live. In young children with a CI, language development and the social-emotional development are both delayed compared to their hearing peers. However, it is not yet cl ear how these children will develop in the future. The children who participated in this study were still very young, and a number of them received their CI relatively late. It is possible that they will catch up with hearing children when they are older and have had a longer period of access to spoken language Show less
