Abstract
Abstract This chapter considers the context of deaf children’s early social and emotional development (which of course also is the context of early cognitive and language development). Early research in this area provided a rather bleak picture of deaf children living isolated lives filled with emotional distress and psychological disorders (for a review see Myklebust, 1960). More recent studies, in contrast, have suggested that deaf and hearing children appear similar on several dimensions relevant to social interactions with their mothers and their peers (for a review see Lederberg, 1993). This discrepancy can be explained in part by differences then and now in the social environments of deaf children and by attitudes toward deafness and development. At the same time, several methodological aspects of both the early and more recent research limit the conclusions that can be drawn from those studies.
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