information from other's speech.

stage. 

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

- Watches the speaker 

- Responds to what is heard and makes constructive 

comments 

- Makes predictions 

- Strives to understand 

- Formulates questions 

- Identifies and summarises main ideas

- Turns to the source of sound 

- Responds to different music 

 - Focuses attention on speaker 

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

- 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 

- 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 

- Recognises differences in pitch 

- Follows more complex instructions

- Able to follow longer stories and rhymes 

- Able to retain and retell events in chronological order

- Seeks information which they appreciate 

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

- Affected by presentation, perception and previous experiences

- 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

decisions on what he heard 

- Child listens, hears, understands, thinks through, 

responds, decides on a solution and gives their point 

of view

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

- 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

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

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

- 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

- 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