The Research On The Current Situation Of Parenting Efficacy Of Preschool Hearing-impaired Children

Deafness is a hidden "particularity".Hearing-impaired children face social and educational problems that distinguish them from other children.Preschool-aged hearingimpaired children make parents feel at a loss.Young children are in a critical period of language and cognition development,but due to hearing impairment and limited access to information,parents are vulnerable to difficulties in the process of early family education.Early family education is not only the basis of individual development,but also the key to school adaptation.Parenting efficacy guides parents to produce parenting behaviors and parenting concepts,both acts on early family education.Different parenting efficacy results in the quality of early family education,which ultimately leads to the vast differences in individual development.Therefore,based on the theory of self-efficacy,it is practical significance to analyze the current situation and existing problems of parenting self-efficacy,and to improve the connection between early family education and school education.This study combines the theory of self-efficacy and refers to the dimension of "selfefficacy" in the "Parents of Special Children’s Self-efficacy Questionnaire" to construct the dimension of parenting efficacy of preschool hearing-impaired children.According to this structure,relevant literatures were collected and sorted,questionnaires were compiled,and159 parents of preschool hearing-impaired children were surveyed on the status quo of parenting efficacy,and five parents were interviewed in depth.According to the questionnaire data and interview results,the present situation and existing problems of parenting selfefficacy were explored by the self-efficacy of life parenting,the self-efficacy of education and rehabilitation guidance,and the self-efficacy of obtaining information,and feasible suggestions were put forward.The results of the study show that: in the three dimensions of parenting efficacy of preschool hearing-impaired children,the life parenting efficacy is the highest,and the development level of educational rehabilitation guidance efficacy and information acquisition efficacy are low.In terms of education and rehabilitation guidance,novice parents have weak parenting confidence and easily avoid difficult educational and rehabilitation tasks;parents’ presumption of rehabilitation results is out of reality,resulting in lack of sense of accomplishment in parenting behavior;lack of comprehensible language input environment within the family exacerbates parent-child communication barriers.In terms of information acquisition,there is very little research on deaf children in the field of special education,and parents pay more attention to information related to oral language rehabilitation,and have limited access to educational information and channels suitable for their children.In view of the above results,this study puts forward the following suggestions: as preschool parents,we need to correctly view the critical period of cognition and psychology of deaf children,rationally recognize hearing impairment,and pay attention to the role of family education in the process of hearing rehabilitation;Establish the educational concept of common development of cognition,language and psychology;create a family comprehensible language input environment to promote a good parent-child relationship;improve the awareness of obtaining information and increase the subjectivity of family education.