Infusing the Reggio Emilia Approach in Deaf Education

ID: 4061
School: School of Language, Education, and Culture
Program: Education
Status: Ongoing
Start date: December 2016
End Date: October 2021

Description

This study explored conducting project studies with young deaf children in two American Sign Language (ASL) and English bilin- gual schools for deaf children. Project studies involve teachers’ facilitation of exploration on a topic that interests young chil- dren. In projects, children learn by doing, starting with questions based on children’s curiosity about a topic and finding answers to the questions through investigation, field trips, and play. Children then represent their understanding and ideas about the topic in various ways. This study used ethnographic methods by observing specific strategies that teachers used to facilitate deaf children’s learning in multiple early childhood classrooms. The study also included focus group interviews to listen to the perspectives of families and teachers about using the project approach with young children in deaf education. The findings include descriptions of deaf children’s experience conducting projects that took place in both schools. It revealed the bene- fits of conducting project studies with young deaf children to enhance their learning experiences.

Principal investigators

Priorities addressed

Funding sources

Approved Products

2021

• Batamula, C., Kite Herbold, B.J., & Mitchiner, J. (2020). “Can a snowman have more than three snowballs?” Conducting project studies with young deaf children. Perspectives in Early Childhood Psychology and Education, 5(2), 179-218