Learning Development Guidelines for Children with Cochlear Implant to Prepare for Early Childhood Learning
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Abstract
The aims of this research were to study: 1) child development before and after cochlear implantation, 2) child development based on learning theory, language development, and learning of early childhood, 3) family circumstances and approaches to caring for cochlear implant children, and 4) learning development guideline for children with cochlear implant to prepare for their early childhood learning. Using mixed methods research that combines the methods of quantitative and qualitative research. The sample group included 78 parents of children undergoing cochlear implantation from birth to 6 years old. A total of 6 parents and 10 experts involved in cochlear implantation and early childhood learning were key respondents. Data were collected through learning development for children with cochlear implant opinion questionnaire and in-depth interviews by using the structured interview form of learning development guideline. The mean, standard deviation, and t-test were used to analyze quantitative data, and content analysis was used to analyze qualitative data. The results of the quantitative research revealed that: 1) Child development before and after cochlear implantation was found that after surgery (x̄ = 4.14, S.D. = 0.57), the children developed according to the standards of overall desirable characteristic: physical, emotion and mental, social, and intelligence more than before surgery (x̄ = 2.86, S.D. = 0.94), 2) The overall child development based on learning theory, language development, and learning of early childhood was at a high-level (x̄ = 4.05, S.D. = 0.60), the first was the learning of early childhood, followed by the child’s development according to the learning theory, and language development, 3) The results of the research hypothesis test were as follows: 3.1) A comparative analysis of child development (1) child development in overall (before surgery) was no difference, (2) child development in overall (after surgery) was significantly different (p = 0.050) at the 0.050 level, 3.2) A comparative data analysis of child development differences according to learning theory, language development, and early childhood learning classified by children’s age revealed that there was significantly different (p = 0.001) at the 0.050 level. The results of the qualitative research revealed that: 1) The family circumstances and approaches to caring for cochlear implant children revealed that the children were assigned a disabled person’s identification in order to access the right to medical care. Their parents were the income earners for the family. Raising children like normal children according to the doctor’s advices, 2) The learning development guidelines for children with cochlear implant to prepare for their early childhood learning were as follows: 2.1) The appropriate age for children for cochlear implant surgery was less than 3 years old or 4 years old, 2.2) The first period after the cochlear implantation, parents must bring their children to the hospitals every week because children had to be rehabilitated continuously. 2.3) The assessment of the children with cochlear implant to attend regular schools was as follows: (1) the children could speak the language, (2) the children could communicate reasonably, (3) the children could control himself while studying, (4) the children had self-help, and (5) the children could participate in classroom activities.
Keywords: Learning Development Guideline, Cochlear Implantation, Early Childhood Learning, Language Development
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