Egocentric Language in Deaf Children

Egocentric language is a generalization of Piaget's egocentric speech concept (1926/1969) investigated by Vygotsky (1962). Behaviors of eight children ages 2 to 5 years with profound congenital deafness were analyzed using six classes of egocentric language: motor reaction activity, silent lips articulation, murmur, oral-facial mimics, body expression, and vocalization. No child had received oral or sign language training. All attended videotaped play sessions. Events in which children engaged in "dialogue" with themselves or a toy, while pursuing a specific solution, were observed. Such extralinguistic behavior moves the thinking process toward problem solving like that of hearing children. Consequently, teachers should not interrupt when a deaf child is playing with or signing or vocalizing to a toy, because this behavior may be the manifestation of a reflexive moment and the generator of a decision process fundamental for cognitive development. Vocalization by a deaf child does not indicate willingness to speak; it merely manifests symbolic reasoning. Silent lips articulation and oral-facial mimics have the same effect and can also be interpreted.