Quittner, A. L., Cejas, I., Wang, N. Y., Niparko, J. K., & Barker, D. H. (2016). Symbolic Play and Novel Noun Learning in Deaf and Hearing Children: Longitudinal Effects of Access to Sound on Early Precursors of Language. PLoS ONE, 11, e0155964.
https://doi.org/10.1371/journal.pone.0155964

has been cited by the following article:

• TITLE: Play and Preschool Children Who Are Deaf: A Review of the Literature

  AUTHORS: Millicent Musyoka

  KEYWORDS: Deaf, Children Play, Deaf Children Play, Deaf Children Interactions

  JOURNAL NAME: Creative Education, Vol.9 No.12, September 10, 2018

  ABSTRACT: The purpose of this study was to provide a narrative review of the literature of studies on deaf children play. Electronic searches of databases including EBSCOhost, ERIC, Deaf Education related journals, and Google Scholar were undertaken using terms such as deaf play, deaf play and literacy, deaf play and school and deaf play and language, deaf play and cognition. Relevant articles on the deaf children play extracted were synthesized narratively. The results of the analysis were interpreted using descriptive analysis, percentages, frequencies and emerging themes. The data showed most of the studies focused on comparing deaf children play behaviors to those of the hearing peers. Findings on deaf children social and cognitive play were inconsistent. Several issues in this analysis point to implications for future research, teacher preparation and teacher intentionality in the implementation of play in early childhood education (ECE) classrooms.