Emergent Literacy: A New Perspective

Emergent literacy, a process in which the child constructs concepts about the functions of symbols and print, is based on experiences and meaningful language facilitated by interactions with adults. This article presents a literature-based overview of emergent literacy and explores the fit between emergent literacy and the learning needs of children who are blind or visually impaired.

Impact of Early Experiences on the Development of Young Children with Visual Impairments: Revisited

This study examined the influence of several variables (maternal behaviors, home environment, and family's socioeconomic status) on the development of young visually impaired children. Specifically, 15 mother-child dyads were observed in their homes during daily routines at two points in time: when the children were aged 20–36 months and about one year later. Overall, the study found that maternal behaviors had more of an impact on the children's development at Time 1 than did the other variables, but at Time 2, the home environment appeared to have a greater influence.

An Early Intervention Model for Infants who are Deaf-Blind

This article presents an early intervention model for infants who are deaf-blind that focuses on the significance of infant-caregiver interaction. It proposes intervention strategies to develop contingent responsiveness in caregivers, to promote active learning in infants, to support mutually satisfying exchanges, and to address the exceptional learning needs of these infants.

Impact of Mothers’ Interactions on the Development of Their Young Visually Impaired Children

This article reports on a study of the relationship between mother-child interactions and children's development for 18 children, aged 20–36 months with severe visual impairments and no other known handicapping condition. The study found that mother-responsive behaviors were positively related to the children's development, whereas mother-initiated behaviors were either negatively related or not related.

The Interaction between Mothers and their Visually Impaired Infants: An Intersubjective Developmental Perspective

In this article, an intersubjective developmental theory that focuses primarily on the development of the interworld between the caregiver and the infant is used to integrate and interpret the seemingly incoherent and contradictory research findings on the interactions between mothers and their infants with visual impairments. The implications for further research and early intervention practices are presented.

Exploring the Early Literacy Practices of Teachers of Infants, Toddlers, and Preschoolers with Visual Impairments

Practices endorsed by 192 teachers of young children with visual impairments who completed an online early literacy survey included facilitating early attachment (70%), providing early literacy support to families (74%), and providing adaptations to increase accessibility (55%). Few teachers reported using assistive technology, providing structured intervention in phonological awareness, or providing opportunities for early writing and alphabet experiences.

Literacy in Early Intervention for Children with Visual Impairments: Insights from Individual Cases

A qualitative case study design was used to investigate the ways in which two early interventionists supported emergent literacy development for infants and toddlers with visual impairment. Three themes are addressed: (1) the importance of a family-centered approach in addressing emergent literacy in early intervention; (2) the role of the early interventionist in language and concept development; and (3) the need to focus on the senses as they relate to literacy. The findings provide practical insights into the role of the early interventionist in supporting early literacy development.

Home Environments and Perceived Needs of Anglo and Latino Families of Young Children with Visual Impairments

This study examined the influence of home environment, socioeconomic status, and visual functioning on mothers’ perceptions of the family needs and development of 19 toddlers with visual impairments from Latino and Anglo backgrounds. Differences were found between the mothers’ perceived needs based on ethnicity and their children's degree of vision loss.

A Systematic Review of the Literature on Parenting of Young Children with Visual Impairments and the Adaptions for Video-Feedback Intervention to Promote Positive Parenting (VIPP)

Secure parent-child attachment may help children to overcome the challenges of growing up with a visual or visual-and-intellectual impairment. A large literature exists that provides a blueprint for interventions that promote parental sensitivity and secure attachment. The Video-feedback Intervention to promote Positive Parenting (VIPP) is based on that blueprint. While it has been adapted to several specific at risk populations, children with visual impairment may require additional adjustments. This study aimed to identify the themes that should be addressed in adapting VIPP and similar interventions. A Delphi-consultation was conducted with 13 professionals in the field of visual impairment to select the themes for relationship-focused intervention. These themes informed a systematic literature search. Interaction, intersubjectivity, joint attention, exploration, play and specific behavior were the themes mentioned in the Delphi-group. Paired with visual impairment or vision disorders, infants or young children (and their parents) the search yielded 74 articles, making the six themes for intervention adaptation more specific and concrete. The rich literature on six visual impairment specific themes was dominated by the themes interaction, intersubjectivity, and joint attention. These themes need to be addressed in adapting intervention programs developed for other populations, such as VIPP which currently focuses on higher order constructs of sensitivity and attachment.

Characteristics of maternal directiveness and responsiveness with young children with visual impairments

The purpose of this study was to investigate the relation between maternal responsive and directive behaviours and the development of young children with visual impairments. The participants were 17 mother-child dyads, and the children's ages ranged from 20 to 36 months of age. The amount, quality, and appropriateness of four maternal behaviours were rated during a free play session between mother and child and compared with a developmental outcome measure designed for young children with visual impairments. In general, the results showed that the quality of maternal control and appropriateness of directiveness were positively related to children's language development; whereas, the amount of these same behaviours was negatively related to language development. The findings also indicated that both the quality and amount of maternal goal-setting behaviours, and the quality of responsiveness were positively related to children's language skills, exploration of the environment and sensorimotor development. The findings are discussed in terms of maternal influence on child development.