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- Allows children to share about their individual experiences or favourite object

-Audience are expected to be quiet and listen and are also encouraged to ask questions at appropriate timings

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- Allow children to focus better on one another and they will be less distracted

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- For instructional purposes

- To listen with a purpose

- Activities that encourage purposeful listening eg. Passing the message and 'Simon says'

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- Allow children to have available time, space and materials in order to learn to listen on their own

- It provide children with authentic opportunities to speak and learn to listen as respectful audience eg. quiet reading corner, audio book recording corner, stage performing corner, puppetry area or construction area

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- Guide children to listen to one another during conflicts

- Children will gradually learn that conflicts can be resolved as long as they listen to each other

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Be acutely aware of the skills needed for proper listening

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Be acutely aware of the skills needed for proper listening

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- Maintain eye contact

- Ask relevant questions

- Be sincerely interested in what they are sharing

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How do we support children’s listening skills

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How do we support children’s listening skills

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- Child gives verbal instructions for the other child to follow

- Similar to Pictionary

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- Children practise listening to an entire story and are expected to draw pictures of specific events in the story or draw a map or a chart in chronological order

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- Helps children discriminate sounds from the background

- Children gradually learn to focus on certain sound from irrelevant sounds

- For example, educators might use a tambourine or bell to signal/

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- Involve children in story-telling through repetitive words, lines or chants

- Can be done in the form of visual cues or verbal cues

- This keep children alert and listen actively for the cue to participate in the story

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- Helps children discriminate sounds of instruments and match the sounds to the different instructions in order to respond accordingly

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- Can be created by educators by recording readings

- Children have the chance to read the stories over and over again

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- Child processes information while listening and makes

decisions on what he heard

- Child listens, hears, understands, thinks through,

responds, decides on a solution and gives their point

of view

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- Imagination and emotions are stimulated and expressed freely through words or actions

- Activities that encourage creative listening eg. making up silly songs, reading a story to children while letting them wonder the next pages of the story

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- Most basic form of listening

- Does not involve the understanding of meaning of words or phrases but involves the different sounds

- Develops through childhood and into adulthood

- Ability to recognise different voices and subtle differences in the sounds

- Differences include recognising foreign languages, distinguishing accents and clues to the emotions and feelings of the speaker

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- For pleasure and entertainment

- Seeks information which they appreciate

and meets their needs eg. listening to music or doing poetry

- Affected by presentation, perception and previous experiences

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- Passive
- Involuntary
- Does not require conscious effort
- Perceive sound through the ear

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- Recognises basic colours and shapes

- Understands positional words eg. 'on', 'under', 'front' and 'back'

- Recognises differences in pitch

- Follows more complex instructions

- Able to follow longer stories and rhymes

- Able to retain and retell events in chronological order

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Seem like a passive process but it actually requires active processing from the listener.

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- Able to recall simple rhymes

- Understands simple concepts

- Enjoys repeating well-liked stories

- Indicates common animals when named

- Able to follow two-part instructions

- Able to match sounds to instruments

- Responds to questions appropriately

- Holds up correct number of fingers when asked

- Understands simple concept of comparison and conditional statements eg. 'if' and 'and'

- Differentiates reality and pretend play

- Describes what he/she is doing

- Imitates adult’s talking style

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- Responds when the name is called

- Understands simple instructions

-  Plays simple games

- Indicates parts of the body

- Enjoys nursery rhymes and songs

- Answers simple questions correctly

- Imitates common words and phrases

- Understands that things are classified under different categories however may not be able to group individual items correctly

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- Reacts to loud noises

- Turns to the source of sound

- Responds to different music

- Focuses attention on speaker

- Associates words with gestures eg. bye, no, hi-five

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- Attentive & focused

- Watches the speaker

- Responds to what is heard and makes constructive

comments

- Makes predictions

- Strives to understand

- Formulates questions

- Identifies and summarises main ideas

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When the child (has):

- breathes through the mouth
- frequent colds and ear aches
- buzzing or ringing in the ears
- ear discharge
- speaks loudly in a weird way
- difficulty understanding simple instructions
- does not respond
- not attentive during activities that requires hearing
- talk in a difficult manner for others to understand

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- Helps children master speaking, reading and writing at a later

stage.

- Children use it to acquire cultural beliefs, values and knowledge.

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A “passive” process of receiving

information from other's speech.