Nursery Clusters
Every child
talking
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 wellbeing
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
Sounds
Social Skills
Expression
Understanding
Memory
Attention and Listening
Speech sounds
Hearing
A physical ability fully formed before birth.
Attention
A developmental skill that includes observing, listening
and concentrating.
The process whereby a person concentrates on
some features of the environment to the (relative)
exclusion of others
Listening
A 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
Strategies to support Attention and Listening
• 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
Visual Supports
Easiest
Objects
Colour Photos
Black and White Photos
Drawings
Hardest
Written word
Use of signs/natural gesture
Listening Activities
Listening 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 Attention
Kim’s Game
What’s Different?
Games with rules and turn taking
Balancing
Cross crawl
Drink water
Sleep!!
Auditory Memory
The 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!
Skills involved in Memory:
•Attend
•Listen
•Process
•Store
•Recall
“Auditory memory is probably the most prevalent but most often
overlooked learning skill deficiency” Cusimano.
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 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.