Overview

Constructivist theory posits that experience is an essential element in our understanding of the environment and in the development of pre-linguistic cognitive frameworks. Deaf children undergo a distinct cognitive development. However, their speech and language therapy, often focused on linguistic development, places them in a cycle of reproduction rather than fostering the autonomous construction of their own thinking. The aim of this study is to observe deaf children in play situations in order to describe their cognitive functioning. We propose a protocol comprising four play-based workshops for a group of deaf children and typically developing children aged between 7 and 9. We hypothesise that deaf children aged between 7 and 9 who are learning to speak exhibit a discrepancy in their behaviour with objects (whether symbolic or not) and in the language associated with their behaviour. The results show that the behaviours of deaf children differ from those of typically developing children. Examining the relationship between reality and language in deaf children is therefore essential for speech and language therapy interventions that focus on patients' cognitive needs.

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