Rola trudności językowych w rozwoju społeczno-emocjonalnym dzieci i młodzieży z uszkodzeniami słuchu – przegląd literatury w świetle modelu EHDI i teorii umysłu

Małgorzata Gulip

doi:10.18290/rped25173.5

Published : 2025-09-26

Vol. 17 No. 3 (2025)

The Role of Language Difficulties in the Socio-Emotional Development of Children and Adolescents With Hearing Loss: A Literature Review in the Light of the EHDI Model and Theory of Mind

Małgorzata Gulip

https://orcid.org/0000-0002-9744-4032

DOI: https://doi.org/10.18290/rped25173.5

Abstract

This review article aims to analyse and interpret the available literature concerning the relationship between language competencies and the socio-emotional development of children and adolescents with hearing loss (DHH) children and adolescents, within the framework of an integrated theoretical model: Early Hearing Detection and Intervention (EHDI) and Theory of Mind (ToM). Eleven empirical studies published between 2015 and 2025 were analysed. The findings indicate that language deficits significantly affect emotion regulation, social relationship building, and identity development. Key moderating factors such as the type of hearing technology, quality of auditory-verbal therapy, and family dynamics were identified. The use of dual theoretical models enabled a deeper interpretation of the data, constituting the added value of this study.

Keywords:

deaf children, hard of hearing, language development, social competence, emotions, EHDI, theory of mind

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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