ARTICLE GROUP 7

NAME : Nazwa Umri Damanik 0304232059

Harshanda Rafika Putriana 0304233097
Class : TBI-3
Subject : Receptive Oral Language Skill
Lecturer : Mr. Gumarpi Rahis Pasaribu , M. Hum

LISTENING IN EARLY CHILDHOOD

Nazwa Umri Damanik 0304232059

Harshanda Rafika Putriana 0304233097

Department of English Education, Faculty of Tarbiyah and Teaching Listening

State Islamic University of North Sumatera

ABSTRACT

Listening skills are crucial for children’s development, especially during early
childhood. Effective listening skills are closely connected to language development, cognitive
abilities, social interactions, and emotional well-being. Encouraging active and attentive
listening from an early age sets children on a path towards academic success and positive
relationships. A qualitative research study was conducted to explore the experiences and
perspectives of 5 students in developing their listening skills. The majority preferred listening
to music, were intrinsically motivated to improve, and did not receive special training. They
were able to remember storylines and details and maintain focus during conversations. This
study highlights the importance of understanding children’s preferences and intrinsic
motivation in developing listening skills, as well as creating language-rich environments and
providing effective modeling.

KEYWORDS

Listening skills, early childhood, training, memory, focus.

1. INTRODUCTION

Listening skills are fundamental abilities that play a crucial role in children’s
development, especially during early childhood. Active listening involves more than just
hearing sounds; it also includes comprehending and interpreting the meaning behind those
sounds. Effective listening skills are closely connected to language development, cognitive
abilities, social interactions, and emotional well-being. Hence, understanding the significance
of listening skills in early childhood is vital for educators, parents, and caregivers in supporting
children’s holistic growth and learning (Calhoun & Gunning, 2018).

Research has highlighted the importance of developing listening skills in early

childhood education. Children with well-developed listening skills are more likely to achieve
academic success and perform better in various areas of development. Additionally, active and
attentive listening enhances children’s communication skills, problem-solving abilities, and
overall cognitive development. Early exposure to language-rich environments and engaging
listening activities significantly impact children’s listening skills (Johnson & Leffingwell,
2019).

Creating an environment that promotes active listening is crucial for educators and
parents. Quality interactions and experiences during early childhood play a critical role in
developing these skills. Engaging and stimulating activities can foster children’s listening
abilities and enhance their overall development. Furthermore, listening skills extend beyond
academic achievement; they also help children understand social cues, follow instructions, and
collaborate with others. These skills are essential for building positive relationships and
effective communication throughout their lives (Zeng et al., 2019).

One effective strategy to promote listening skills in early childhood is through

interactive and engaging activities. Incorporating games, storytelling, music, and rhymes can
captivate children’s attention and enhance their listening abilities. These activities encourage
children to actively participate, follow instructions, and comprehend the information being
communicated to them. By providing a stimulating and interactive environment, educators and
parents can create opportunities for children to practice their listening skills and improve their
overall understanding (Rycik & McDowell, 2020).
 It Is important to note that fostering listening skills in early childhood goes hand in hand
with developing language proficiency. Language and listening skills are closely intertwined, as
listening serves as a foundation for language acquisition. Providing children with rich language
experiences, such as reading aloud, engaging in conversations, and exposure to a variety of
vocabulary, helps enhance their listening skills and supports their language development
(Zhang & Meng, 2019). Therefore, educators and parents need to create language-rich
environments that encourage children to actively listen and engage in language-related
activities.

Another important aspect of promoting listening skills in early childhood is modeling

effective listening behavior. Children learn by observing and imitating those around them,
including their educators and parents. By demonstrating active listening techniques, such as
maintaining eye contact, nodding in agreement, and asking relevant questions, adults can
influence and inspire children to develop strong listening skills (Bergman, 2018). This
highlights the significance of being attentive and demonstrating good listening habits as role
models for young children.

Nurturing listening skills in early childhood is crucial for children’s overall

development. This article aims to explore the significance of listening skills, their impact on
different areas of development, and effective strategies and interventions that can be applied in
educational settings and at home to enhance children’s listening abilities. By understanding the
importance of listening during early childhood, educators, parents, and caregivers can create a
supportive environment that fosters The development of strong listening skills in children
(Russell, 2011)

Promoting listening skills in early childhood is crucial for children’s overall

development. Interactive activities, language-rich environments, and modeling effective
listening behavior are effective strategies to enhance children’s listening abilities. By providing
ample opportunities to practice listening, educators and parents can lay a strong foundation for
children’s communication skills, cognitive development, and social interactions. Encouraging
active and attentive listening from an early age sets children on a path towards academic
success and positive relationships in their future endeavors.
2. METHOD

The research method employed in this study is qualitative research, which aims to
explore and understand the subjective experiences and perspectives of individuals in depth
(Merriam, S. B. 2009). The research design will utilize a phenomenological approach,
focusing on the lived experiences of participants. Data will be collected through in-depth
interviews, the study will adhere to ethical considerations throughout the research process,
ensuring the protection of participants’ rights and confidentiality (Creswell, J. W. 2013).

This research was conducted at PAUD AR-RIDHO and involved 5 students as

samples. The research data was collected in one day, on Monday, November 20, 2023. This
study used five questions for the data collection process. The questions were:

1. Do you prefer listening to music or reading storybooks to develop your listening skills?
2. Are you interested in learning and developing your listening skills due to natural interest
or encouragement from your parents?
3. Did you take any special training to develop your listening skills?
4. When you hear stories or fairy tales, are you able to remember the plot and important
details?
5. When talking with friends, are you able to hear what they are saying without being
distracted by other sounds or activities around you?

This study used a qualitative approach by collecting data through direct interviews
with the students. The questions in this study were based on previously researched concepts
in the field of early childhood auditory development. One of the references used in this
study is research conducted by Smith et al. (2018) who found that listening to music and
reading storybooks can help in the development of listening skills in young children. The
study also showed that natural interest and encouragement from parents can influence
children’s motivation to learn and develop their listening skills. Another relevant research
is a study conducted by Johnson (2020) who found that specialized training can help in
improving children’s listening skills.

In this study, the data collected was analyzed descriptively through calculating the
percentage of answers for each question. The results of this data analysis provide an
overview of students’ preferences in developing their listening skills, the factors that
influence their interest, as well as their ability to remember and listen undisturbed.
 This study has some limitations. First, the research sample which was limited to
five students from one PAUD may not be representative of the population as a whole. In
addition, data collection was conducted in one day which may not reflect the overall
listening preferences and abilities of the students. Following that, the researcher used the
interview research to analyze the data. The research data were examined using the sample’s
experience.

3. RESULTS AND DISCUSSION

RESULTS

In this result the researchers describes and discussed the data of this research in the use
of “Listening In Early Childhood” based on interview. The results from 5 students as bellow:

Table 1. Results of the Interview

NO. QUESTIONS ANSWER

1. Do you prefer listening to music or reading Listening to music : 3;
storybooks to develop your listening skills? Reading story books : 2

2. Are you interested in learning and developing Because of natural interest :

your listening skills due to natural interest or 5; Encouragement form
encouragement from your parents? parents : 0

3. Did you take any special training to develop your Yes : 0; No : 5

listening skills?
4. When you hear stories or fairy tales, are you able Yes, I can : 4; No, I can’t : 1
to remember the plot and important details?

5. When talking with friends, are you able to hear Yes, I can : 0; No, I can’t : 5
what they are saying without being distracted by
other sounds or activities around you?

When asked about their preferred method to develop listening skills, three out of the
five students mentioned listening to music, while the remaining two students preferred reading
story books. In the second question all five students expressed a natural interest in learning and
developing their listening skills. None of them reported being encouraged by their parents to
focus on listening skills. In third question none of the students reported undergoing any special
training to develop their listening skills. In the fourth question they could remember the
storyline and important details when hearing a story or fairy tale. Only one student reported
difficulty in remembering such information. In the fifth question all five students reported being
able to hear what their friends are saying without being distracted by other sounds or activities
around them.

The results of this study provide insights into the listening preferences, motivation,
training, memory, and focus of early childhood students. The majority of the students in this
sample preferred listening to music to develop their listening skills and were intrinsically
motivated to improve. They did not receive any special training but displayed good memory
skills for storylines and were able to maintain focus during conversations.

DISCUSSION

The purpose of this study was to investigate the preferences and abilities of young
children in developing their listening skills. This discussion will analyze the data collected from
five students at PAUD AR-RIDHO on Monday, 20 November 2023.

Preference for Developing Listening Skills: The study found that out of the five
students, three preferred listening to music while two preferred reading story books as a means
to develop their listening skills. This suggests that there is a variation in the preferred methods
of enhancing listening abilities among young children. This finding is consistent with a study
conducted by Johnson et al. (2018) which reported that music can engage children’s auditory
processing skills and help in developing their listening abilities. On the other hand, Taylor
(2019) argued that reading story books can also improve listening skills by engaging children’s
attention, increasing their vocabulary, and stimulating their imagination.

Motivation for Developing Listening Skills: All five students showed a natural interest
in learning and developing their listening skills. None of them reported being encouraged by
their parents. This indicates that the students’ intrinsic motivation plays a significant role in
their desire to enhance their listening abilities. This finding aligns with the research by Smith
et al. (2017) who emphasized the importance of intrinsic motivation in children’s learning.
They suggested that when children are naturally interested in a particular activity, such as
developing listening skills, they are more likely to engage in it willingly and persistently.

Special Training for Developing Listening Skills: None of the students reported
receiving any special training to develop their listening skills. This implies that the students’
natural interest and exposure to different listening experiences are primarily responsible for
their listening abilities. This finding is supported by a study conducted by Brown and Lee
(2016) which emphasized the significance of exposing children to a variety of listening
activities and experiences to enhance their listening skills. They suggested that natural exposure
to different sounds and conversations can help children develop their auditory discrimination
and comprehension abilities.

Memory for Storyline and Details: Four out of the five students reported being able to
remember the storyline and important details when hearing a story or fairy tale. Only one
student reported facing difficulties in recalling the storyline and details. This finding is
consistent with the research by Davis and Clark (2020) who suggested that children’s memory
for stories can be influenced by their listening abilities. They argued that children with better
listening skills are more likely to comprehend and retain the information presented in a story.

Listening Skills in Social Interactions: All five students reported being able to hear what
their friends are saying without being distracted by other sounds or activities around them. This
indicates that the students possess good listening skills in social contexts. This finding is
supported by the research conducted by Thompson et al. (2019) which highlighted the
importance of effective listening skills in social interactions. They argued that children who
can actively listen to their peers are more likely to engage in meaningful conversations and
build stronger relationships.

CONCLUSION

Based on the results of the above research, the significance of creating language-rich
environments and modeling effective listening behavior to enhance children’s listening
abilities. The study found that children have varying preferences for developing listening skills,
are intrinsically motivated to improve, and do not receive special training. The majority of the
students preferred listening to music to develop their listening skills and were able to remember
storylines and details. Therefore, the article underscores the importance of understanding
children’s preferences and intrinsic motivation in developing listening skills, as well as the role
of language-rich environments and effective modeling in enhancing these abilities.

ACKNOWLEDGEMENT

We would like to express our gratitude to Mr. Gumarpi Rahis Pasaribu, M. Hum, our
lecturer for the subject of Receptive Oral Language Skill, for his guidance and support
throughout the writing of this article. We also want to thank the Department of English
Education, Faculty of Tarbiyah and Teaching Listening at the State Islamic University of North
Sumatera for providing us with the resources and facilities needed for this research.
Additionally, we would like to acknowledge PAUD AR-RIDHO for allowing us to conduct our
study with their students. Lastly, we are thankful to all the participants who took part in the
interviews and shared their valuable insights and experiences.
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