The use of signing with hearing children as a means to
communicate and manage behaviour: A study into the
perspectives of children in a Year 2 classroom
Amy Mottley
(PGCE Early Years) 2010-2011
email: amy.mottley@cantab.net
Abstract
This paper reports the findings of a small-scale research study into the use of signing with
hearing children as a means to communicate and manage behaviour. It draws upon both
my observations and the perspectives of thirty Year 2 pupils from a Hertfordshire infants’
school. Classroom research involved observations of the entire class (use of timings and
tallying) and interviews involving a focus group chosen at random. It explores whether the
use of signing with hearing children constitutes a welcome and enhanced means of
communication. It investigates whether children respond better to vocal or signed
instruction. It also considers whether signing does in fact aid the management of behaviour
by actually reducing disruption. The findings provide evidence that signing has a
significant and positive impact on communication and behaviour management, acting as a
powerful tool in aiding teaching and learning. Furthermore, the results highlight the
importance of listening to children’s voices. This study attempts to encourage others by
emphasising the many reasons why signing should be adopted as an alternative
communication strategy within education and as an essential skill in all aspects of learning
and life.
Copyright: © 2012. This paper is copyright of the author. (Please read the Journal's copyright information page by using the menu to the left of this page.)
The full paper is available for download as a pdf file: 243-286-mottleya
Citation: Mottley, A (2012). 'The use of signing with hearing children as a means to
communicate and manage behaviour: A study into the perspectives of children in a Year 2 classroom' Journal of Trainee Teacher Educational Research, Volume 3, pp.243-286. (Downloaded from http://jotter.educ.cam.ac.uk/, [date of access])