Research
- Deaf and Hard-of-hearing Education, Perspectives on Literacy
- Early Childhood Literacy Development in a Signing Setting - Deaf Bilingual Model
- Mentalizing and learning in deaf infants
- Special Educational Needs Teacher's experiences over time
- Childrens lives in rural areas
Thesis for doctoral degree
Carin Roos,PhD in Education, doctoral thesis Deaf Children's Literacy Events, A study of early childhood literacy activities, in a signing setting from 2004 deals with issues about how to become a literate person without access to sounds, using sign language.
Ongoing research
MILD
MILD - Mentalizing, Intention and Learning in Young Deaf Children with Deaf Parents Research topic/aim: The aim of the project is to study social and communicative interaction between young deaf children and their deaf parents. Focus is on factors assumed to be prerequisites for later mentalizing abilities and learning, in particular the development of strategies for expressing and understanding intentions. Participants: 9 Dd children, aged 0-2 years. This is to the best of our knowledge the total population of Dd children born 2008-2009 in Sweden. Theoretical framework: Mentalizing ability is the understanding that all people have thoughts, beliefs and feelings which also govern their behaviour. Typically developing children acquire this understanding at a mental age of about 4 years. Earlier research has shown that deaf children of hearing parents are severely delayed in their development of mentalizing ability. One possible explanation is the lack of a common language for the early interaction between parents and children. Previous studies show that deaf children of deaf parents do not show a similar delay in their ability to mentalize. Very little has been described in the research literature regarding early communicative strategies used by deaf children of deaf parents. The focus of the present research project is on early communicative strategies used by this group and the impact these will have on childrens learning and later mentalizing abilities. Research design: The study will be carried out using video observations of natural, as well as structured, interactive situations between parents and children. Structured situations will be based on the Early Social Communication Scale (ESCS) (Mundy, et.al., 2003). Expected implications: The results of the study are presumed to have implications for the understanding of learning and mentalizing development in deaf children of deaf parents, but also on early intervention programs for deaf children of hearing parents. This line of research will also hopefully be able to contribute to shedding new light on development of mentalizing and learning more generally. Funding: The Swedish Research Council (Vetenskapsrådet, nr 2008-4962)
The Paradigm-study
This is a Nordic project focusing on changes over the last twenty years in the lives and work of Special Educational Needs Teachers. From Finland Marjatta Takala,Helsinki University. From Norway Arnfinn Muruvik Vonen, Olso University.
Children and childhood in the shadow of research, media and the web
Carin Roos is currently working in a project together with Christina Olin-Scheller and Marie Nordberg.
The project focuses on how environmental, ongoing social, educational and technological changes shape and transforms, strengthens or limits the children and their families in rural areas. How does this affect their learning and life style in everyday life over time? More specifically, the project will focus on the children's knowledge building and identity formation, participation and involvement as well as gender relations and gender constructions created and used by children. The project will study how different discourse flows are linked to stories and actions and the positions that are created and made possible for boys and girls in different contexts. A group of children in preschool and school, their parents and teachers in a rural area will be followed over a three year project.
Selected publications
Doctoral thesis
Roos, C. (2004). Skriftspråkande döva barn. En studie om skriftspråkligt lärande i förskola och tidiga skolår. .[Deaf children's literacy learning. A study in preschool and early school years] (Doctoral thesis, Acta Universitatis Gothoburgensis Nr 210. With a summary in English) Göteborg: Institutionen för pedagogik och didaktik.
Articles in scientific journals and chapters in books
Roos, C., & Olin-Scheller, C. (2017). Digital participation among children in rural areas. I S. Danby, M. Fleer, C. Davidson & M. Hatzigianni (Red.). Digital childhoods. New York, NY: Springer.
Roos, C., & Wengelin, Å. (2016) The text telephone as and empowering technology in the daily lives of Deaf people – A qualitative study. Assistive Technology. 28, 63-73. doi:10.1080/10400435.2015.1085923
Roos, C., Cramér-Wolrath, E., & Falkman, K. (2016). Intersubjective Interaction between Deaf Parents with their Deaf Infants During the Infant's First 18 Months. Journal of Deaf Studies and Deaf Education, 21, 11-22. doi:10.1093/deafed/env034
Roos, C., & Falkman, K. W. (2015). Children’s and parents’ visual-tactile behaviours for getting and sustaining attention in deaf families with deaf infants- 0-18 months. Paper presented at the 22nd International Congress on the Education of the Deaf, 6-9 July, Athens Greece. Published in proceedings book.
Roos, C. (2014). A sociocultural view on young deaf children's fingerspelling: An ethnographic study in a signing setting. Deafness and Education International, 16, 86-107. doi:10.1179/1557069X13Y.0000000029
Roos, C. (2013). Young deaf children's fingerspelling in learning to read and write: An ethnographic study in a signing setting. Deafness and Education International, 15, 149-178. doi:10.1179/1557069X13Y.0000000020
Falkman, K.W, & Roos, C., & Hjelmquist, E. (2007). Mentalizing skills of non-native, early signers: A longitudinal perspective. The European Journal of Developmental Psychology, 4, 178-197. doi:10.1080/17405620600574867
Roos, C. (2007). Deaf Preschooler’s Literacy Events. (Keynote lecture) I M. Hyde och G. Høie (red.) To be or to become. Language and learning in the lives of young deaf children (s.54-66). Skådalen rapportserie. Oslo: Skådalen Resource Centre & The Department of Special Needs Education at Oslo University.
Other scientific publications
Takala, M., & Roos, C. (2017). History of change in education of pupils with severe hearing loss - Teachers' narratives from Finland and Sweden. KAPET,12(2), 39-64.