Ursula Horsch:
Frühe Erziehung hörgeschädigter Kinder als dialogisch fundierten Bildungsprozess begreifen
Early Education of Deaf and Hard of Hearing Infants as a Dialogical Process of Bildung

2010, 73-81

Summary: From the very first day of life parents are in close contact with their infant. They introduce as well other people as the world to their newborn in a mutually dialogical way. Proceeding hand in hand they pass on basic dialogical competences which are responsible for the development of Early Bildung. The research project “Dialogic Development of Infants” addresses the broad dialogic development of parents and infants within the first 18 months of life. Our objective is to describe these preverbal dialogs and their relevance for processes of Bildung. Particular emphasis will be placed on these dialogic elements: vocalisation of the infant, dialogic echo and greeting behaviours of the parents and motherese/fatherese. The empirical data are derived from a longitudinal study within the first 18 months of the infants life.The data are collected monthly by video recording in the natural setting. Computerized analyses (interact) are used for the evaluation of the data to study the correlations among the dialogic elements. The significant correlations of infants with normal hearing are compared with the data of the deaf or hard of hearing infants and are discussed in relation to aspects of Bildung.

Keywords: Early education, deafness, dialogue, Bildung

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