000			01780cam a2200229 4500500
005			20250122191711.0
041			_afre
042			_adc
100	1	0	_aAubineau, Louise-Hélèna _eauthor
700	1	0	_a Vandromme, Luc _eauthor
700	1	0	_a Le Driant, Barbara _eauthor
245	0	0	_aLook at me, we have to talk! Socio-cognitive development of deaf babies via joint attention
260			_c2017.
500			_a33
520			_aDealing with the news that a child is deaf is not easy, especially when the parents of the child are not themselves deaf. This article reviews the question of the very first exchanges that one must make with a deaf child in order to best develop its ability for joint attention—the capacity to share the same object of interest through the coordination of gazes and then actions. Joint attention is a social communication skill that is a predictor of language skills. What part does it play for a deaf child? In this article we detail the four difficulties the deaf child encounters in developing joint attention, and discuss the strategies such a child will put in place so as to circumvent these difficulties. Finally, we conclude that an early introduction of hearing devices coupled with sign language or cued speech appears to be a powerful combination in order to help deaf children of hearing parents to develop communication skills while simultaneously allowing hearing parents to take more pleasure in communicating with their deaf child.
690			_ajoint attention
690			_adeaf babies
690			_aintentionality
690			_asocial cognition
786	0		_nEnfance | o 2 | 2 | 2017-06-01 | p. 171-197 | 0013-7545
856	4	1	_uhttps://shs.cairn.info/journal-enfance2-2017-2-page-171?lang=en&redirect-ssocas=7080
999			_c714018 _d714018