Every child

talking

Nursery Clusters

Supporting speech, language and communication skills

Nursery Clusters

Cluster 1

Listening, Attention and Auditory Memory

Objectives•To share information on the development of :

Listening

Attention

Auditory Memory

•To explore how we support development of these language skills in Nursery

“The acquisition of a first language is the most

complex skill anyone ever learns. And this task needs to be virtually complete by the time a child reaches school

age.”

David Crystal 1987

“Language is the basis of educational skills and children who

have difficulty with language are liable to have difficulty with almost

everything else. Whatever else they may need to learn or be

taught, they will need language first.”

Anne Locke

“Speech, language and communication skills are central to

each child’s potential to be healthy, stay safe, enjoy and

achieve, make a positive contribution and ultimately achieve

economic well-being

www.everychildmatters.gov.uk/aims

The Importance of Language

The essential tool for:

•Learning, thinking and problem solving

•Developing and maintaining relationships

What is involved in language?

More than words

Attention and Listening

Understanding

Expression

Sounds

Memory

Social Skills

Speech sounds

HearingA physical ability fully formed before birth.

Attention

The process whereby a person concentrates on some features of the environment to the (relative) exclusion of others

A developmental skill that includes observing, listening and concentrating.

ListeningA developmental skill that is fundamental in order to understand and use language and to develop social skills. Listening enables the brain to interpret the sounds we hear.

Listening/Auditory Processing

Fleeting Attention

The child is easily distracted and flits from one thing to another (first year of life)

Rigid Attention

The child can concentrate on a task of his own choice. He does not like to be interrupted and can appear obstinate (1 – 2 year old)

Single Channelled Attention

The child can cannot cope with looking at something and listening to an instruction at the same time. He needs stop what he is doing, listen and go back to task. He needs support to do this. (2 – 3 years)

Focussing Attention

The child can still only concentrate on one thing or the other but is able to do this without adult support. (3 – 4 years)

Two Channelled Attention

The child can now understand instructions without having to stop and look at the speaker. Attention may still be short but he can be taught in a group. (4 – 5 years)

Integrated Attention

Auditory, visual and manipulatory channels are fully integrated. Attention is maintained for longer periods.

Factors that affect listening and attention:

The environment:

comfort (hunger/full; too hot/cold; ill)

focus (energy)

distractions (remove if possible)

troubles (anxiety; frustration; confidence)

The task:

too hard/too easy

organisation

language expectations

The end product:

enjoyment

willingness to stick at it

• Model good listening

• Match your interaction to the child’s developmental level

• Think about seating

• Minimise auditory and visual distractions

• Pause regularly when speaking

• Use visual support if necessary

Strategies to support Attention and Listening

Visual Supports

Easiest

Hardest

Objects

Colour Photos

Black and White Photos

Drawings

Written word

Use of signs/natural gesture

Listening ActivitiesListening walks

Sound sequences

Sound identification

Go games

Sound location (important sub-skill of auditory attention)

Listen for key words

Cross brain hemisphere activities (e.g. in sand)

Activities to Develop AttentionKim’s Game

What’s Different?

Games with rules and turn taking

Balancing

Cross crawl

Drink water

Sleep!!

Auditory MemoryThe ability to store and recall information given orally.

Short Term Memory

Working Memory

Long Term Memory

The more efficiently information is stored the easier it is to find and use!

•Attend

•Listen

•Process

•Store

•Recall

Skills involved in Memory:

Children with auditory memory deficiencies will often experience difficulty developing a good understanding of words and

remembering terms and information presented orally

“Poor auditory memory is often the cause for a child's inability to learn to read using the phonics method” Cindi Ringoen,

“Auditory memory is probably the most prevalent but most often

overlooked learning skill deficiency” Cusimano.

Auditory Memory Activities

Build up a variety of auditory memory activities around books and topics

Develop Auditory Memory skills incidentally

Language learning does not happen in isolation,

it takes place within meaningful everyday interactions

with adults and peers.