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Symbolic play in congenitally blind children

Published online by Cambridge University Press:  12 May 2005

MARTIN BISHOP ,
R. PETER HOBSON  and
ANTHONY LEE
MARTIN BISHOP
Affiliation:
Tavistock Clinic, London; and University College, London
R. PETER HOBSON
Affiliation:
Tavistock Clinic, London; and University College, London
ANTHONY LEE
Affiliation:
Tavistock Clinic, London; and University College, London
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Abstract

There is controversy over the existence and nature of blind children's limitations in symbolic play. In this study we tested 13 5- to 9-year-old congenitally blind children for the ability to symbolize when an adult provided scaffolding for their play. The blind children were selected on the basis that they did not have the syndrome of autism, and they comprised two groups matched for age (MA) and verbal ability on the Wechsler Intelligence Scale for Children who contrasted in their ability to engage in social relations. We also tested a group of sighted children who were MA matched with the more socially able blind children. On the basis of an hypothesis about the social–developmental sources of symbolic play deficits in congenitally blind children, we predicted differences between the socially able and socially impaired groups of blind children in the following respects: the attribution of symbolic meanings to play materials, the ascription of individual roles to play figures, and the anchorage of play in the scenario as presented by the adult. The results accorded with these predictions. Whereas the more socially able blind children showed symbolic play that was very similar to that of sighted children, the MA- and IQ-matched socially impaired blind children were limited in the three aspects of their play. On the other hand, even the socially impaired children showed instances of symbolizing. The findings suggest a way to reconcile conflicting reports of symbolic play deficits in young blind children, and may be relevant for explaining the association between autism and congenital blindness.This study was supported by a PhD studentship from the Mary Kitzinger Trust to Martin Bishop. The Hayward Foundation also contributed financial support. We thank the pupils and staff of the following schools, who were so generous in making the study possible: Dorton House School, Sevenoaks; West of England School, Exeter; Joseph Clarke School, London; Linden Lodge School, Wimbledon; Temple Bank School, Bradford; St. Vincent's School for the Blind, Liverpool; RNIB Sunshine House School, Northwood; and Priestley Smith School, Birmingham.

Type
Research Article
Information
Development and Psychopathology , Volume 17 , Issue 2 , June 2005 , pp. 447 - 465
Copyright
© 2005 Cambridge University Press

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