AUDITORY PERCEPTION DEVELOPMENT

(Listening Skills)

0 - 1 YEARS

 
Auditory Perception is the way in which the brain interprets the messages which it receives through the ears. Auditory Perception is the umbrella term used, and covers several auditory functions which work together to make up Auditory Perception. Briefly, these subsections are:
 
 
  • Auditory Discrimination:
    This is the ability to hear similarities and differences in sounds, e.g. soft, loud, low, high, near, far, etc.
  • Auditory Foreground and Background Perception:
    This refers to the ability to isolate a particular sound in the presence of other sounds. This skill is required in situations where it is necessary to listen and concentrate.
  • Auditory Closure:
    This is the ability to hear through to the end of a sequence of sounds. This skill is obviously important for reading and spelling.
  • Auditory Memory and Recall:
    The ability to remember what has been heard, and recall this information at a later stage. This skill is required for learning.
 
 
 
 
 
  • Auditory Sequencing:
    The ability to recall what was heard, in the same sequence. This skill is required for academic learning (especially for spelling and mathematics).

 

 
The following
Auditory Perception Developmental Checklist
should serve the following two purposes:
 

 

  1. Use the checklist as a guide of auditory development that you should be stimulating, through play or even through daily activities.

  2. Should you find that your child is not developing according to several items on the checklist, it is advised that you consult with a Speech and Language Therapist, General Practitioner (GP), Pediatrician, etc. for further advice.This list is a guide and should not be used for diagnostic purposes.

SIX MONTHS (approximately)

  • Responds to human speech by smiling or vocalising.
  • Locates sound such as the bell that is rung out of sight (downward
    localisation develops before upward localisation).
  • Immediately turns towards the mother's voice, even across the room.
  • Response to different emotional tones of mother's voice.
  • Starts to repeat selected sounds that were heard.

EIGHT MONTHS (approximately)

  • Starts to turn head and shoulders toward familiar sounds, even when he cannot see what is happening.
  • Responds to a human voice, a telephone ringing, his own name, "no", "bye-bye".
  • Enjoys games like "peek-a-boo / Where's he- Where's he".
  • Responds to a few simple phrases such as "Come up", "Want more?".
  • Looks at Daddy or other significant family members when named.
  • Understands a few words (and gestures) for items which he is familiar with, e.g. "bottle", "doggie".

ONE YEAR (approximately)

  • Enjoys jabbering in response to human voice.
  • Starts to cry when there is loud thunder.
  • May frown or show other facial expressions when shocked or excited.
  • Enjoys listening to sounds and words (especially when 'paging' through a book).
  • Attempts to imitate sounds, this indicates that he can hear the sounds and match them with his own sound production.
  • Responds to common commands, e.g. handing over a toy on request or picking up s paper from the floor.
  • Understands quite a few 'doing-words' (verbs), e.g. "hug", "drink", "come", "give".
  • Can follow simple instructions such as "wave bye-bye", "dance-dance".
  • Interested in various noises, even those made by objects which he cannot see, e.g. a car hooter a few blocks away.