AUDITORY PERCEPTION DEVELOPMENT

(Listening Skills)

1 - 2 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.
  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 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".
 
  • Shows an interest in various noises.
  ONE-AND-A-HALF YEARS (approximately)
 
  • Often echoes the last word said to him.
  
  • Is able to understand 150 - 200 words.
  • Understands and responds to simple sentences.
  • Begins to understand a few prepositions used in context, e.g. put the cup on the table.
 
  • Is able to identify simple objects when asked to do so, e.g. points to the dog in a picture.
 
  • Identifies a few own body parts when asked, e.g. points to eyes, nose, hand, mouth, etc.
  TWO YEARS (approximately)
 
  • Listens to simple stories (attention span still very short).
 
  • Responds to yes/no questions by shaking or nodding head.
  
  • Shows interest in the sounds of radio or TV commercials.
  • Responds to command, "Show me the……."
  • Understand and answers simple "wh" questions, e.g. "Where is your….?
 
  • Waits in response to "just a minute".
 
  • Identifies at least five body parts.
 
  • Understands the phrase: "Have biscuit after lunch".
 
  • Carries out 4 separate directions with a ball e.g."Give it to me", "Put the ball on the block" .
 
  • Repeats two numbers, letters or words.
 
  • Comprehension (understanding) of vocabulary increases to an average of 300 words. 
Click here to play a Listening game with your child.