The Importance of Rhythmic-Movement Games for Hearing-Impaired  Children in Pre-Primary Education

Савремено предшколско васпитање и образовање – тенденције, изазови и могућности (2023) (409-418)

АУТОР(И) / AUTHOR(S): Zuzana Hubinská, Liliana Tunegová

Е-АДРЕСА / E-MAIL: zhubinska@ukf.sk

Download Full Pdf  

DOI: 10.46793/SPVO23.409H

САЖЕТАК / ABSTRACT:

Healthy people can hardly imagine the hearing impairment in everyday life and in the most cases, they do not encounter it. Itʼs not easy to imagine life in silence or in partial silence, when a hearing-impaired person, a child, does not perceive or perceives the sounds around themselves only weakly. The present paper deals with the educational process of children with hearing impairment. It briefly introduces hearing impairment, pre-primary education of hearing-impaired children in Slovakia and the place of rhythmic and movement education in the State Educational Programme. The paper also includes specific rhythmic and movement activities applicable in the educational process at the primary level of education.

КЉУЧНЕ РЕЧИ / KEYWORDS:

pre-primary education, hearing impairment, music education, rhythmic and movement activities.

ЛИТЕРАТУРА / REFERENCES:

  • Davidson, J., Hyde, M. L. & Alberti, P. W. (1989). Epidemiologic patterns in chilhood hearing loss: a rewiew. International Journal of Pediatric Otorhinolaryngology, 17(3), 239–266.
  • Chi Yhun Lo. (2022). Music teaches deaf and hard-of-hearing children to listen. In: scienceinpublic.com. [online]. [cit. 28. 04. 2023]. Available on the internet https://www.scienceinpublic.com.au/media-releases/deaf-music.
  • Collective of authors. How to make music activities accessible for deaf children and young people. Musicmark.org.uk. [online]. [cit. 28. 04. 2023]. 23 p. Available on the        internet: https://www.musicmark.org.uk/wp-content/uploads/ ndcs_how_to_make_music_activities_accessible.pdf.
  • Hovorková, S. (2023). Čo je to audiogram a čo nám hovorí o poruche sluchu. In: nepocujucedieta.sk. [online]. [cit. 28. 04. 2023]. Available on the internet: https://www.nepocujucedieta.sk/porucha-sluchu-co-robit/spoznavame-poruchu- sluchu/diagnostika-poruchy-sluchu/co-je-to-audiogram-a-co-nam-hovori-o- poruche-sluchu.
  • Jouhtimäki, J., Kitunen, S., Plaisted, M. & Raino, P. (2009). The Brave Little Troll: a rhythmic game for deaf and hard of hearing children. Mind Trek ʼ09: Proceedings of the 13th International MindTrek Conference. New York: Association for Computing Machinery.
  • Krahulcová-Ţatková, B. (1993). Pedagogika sluchovo postihnutých. Bratislava: Univerzita Komenského.
  • Kubínek, R., Kolářová, H. & Houbová, R. (2009). Fyzika pro každého aneb rýchlokurz fyziky. Olomouc: Rubico.
  • Otčenášek, Z. (2008). O subjektivním hodnocení zvuku. Praha: Akademie múzických umění.
  • Palovičová, J. (2006). Rozvoj hudobno-pohybových schopností prostredníctvomrytmickej gymnastiky a ľudových tancov. Banská Bystrica: Univerzita Mateja Bela.
  • Saxa, V. (1981). Otorinolaryngológia. Martin: Osveta.
  • Singh, E. 5 Ways Music Positively Impacts Children with Hearing Loss. Kindermusik.com. [online]. [cit. 28. 04. 2023]. Available on the internet: https://www.kindermusik.com/mindsonmusic/children-with-hearing-loss/.
  • Štátny pedagogický ústav. Vzdelávacie programy pre deti so zdravotným znevýhodnením pre predprimárne vzdelávanie. [online]. [cit. 28. 04. 2023]. Available on the internet: https://www.statpedu.sk/files/sk/deti-ziaci-so-svvp/deti-ziaci-so- zdravotnym-znevyhodnenim-vseobecnym-intelektovym-nadanim/vzdelavacie- programy/vp-deti-so-zz-schvalene-maj-2017.pdf.
  • Tarcsiová, D. & Hovorková, S. (2002). Máme dieťa so sluchovým postihnutím,… čo ďalej?. Bratislava: Effeta – Stredisko cv. F. Saleského v Nitre.
  • Torppa, R. & Huotilainen, M. (2019). Why and how music can be used to rehabilitate and develop speech and language skills in hearing-impaired children. Hearing Research, 380(1), 108–122.
  • Unknown author (2010). Komunikácia. Istp.sk. [online]. [cit. 28. 04. 2023]. Available on the internet: https://www.istp.sk/clanok/38/komunikacia.
  • Unknown author (2020). Vedeli ste, ţe máme 8 zmyslov?. Cvizilina.sk. [online]. [cit. 28.4.2023]. Available   on   the   internet: https://www.cvizilina.sk/post/vedeli-ste-
  • %C5%BEe-m%C3%A1me-8-zmyslov.
  • Lo, Ch. Y., Looi, V., Thompson, W. F. & McMahon, C. M. (2022). Beyond Audition: Psychosocial Benefits of Music Training for Children With Hearing Loss. Ear and Heraing, 43(1), 128–142.
  • Pérez-Arévalo, C., Manresa-Yee, C. & Beltrán, V. M. (2017). Game to develop rhythm and coordination in children with hearing impairments. Interacción ʼ17: Proceedings of the XVIII International Conference on Human Computer Interaction. New York: Association for Computing Machinery, 1–4.