Listening Activities for 2 1/2 - 3 1/2 year olds

Listening is an important stage in language development. Before your child can learn new words and develop clear speech s/he needs to learn to concentrate on sound.

Between the ages of 8 months and 3 years, children develop the ability to filter out different noises. It is therefore important to turn off the television or music when playing with a child. The child needs to listen to what you are saying and have time to process sounds without interference from background noise.

Make sure there are quiet times within your child’s day.

The activities listed below are an ideal way of further developing listening skills. It is important to read/sing the same song several times and to use the same words regularly. This increases confidence and helps the child to anticipate what is coming next. It also increases the child’s vocabulary. The spoken vocabulary of an average 3-4 year old child is at least 1000 words!

Do not be put off if your child does not join in speaking or singing in some of the activities. Children often take a long time to join in – they are busy listening, then one day they will amaze you by joining in. Praise all efforts made by your child - the important thing is that it should be FUN for both of you!

Singing songs: singing is an important part of language development. By singing the child’s hearing is rapidly tuned in to a variety of sounds. It is good exercise for the lungs and is enjoyable, and does not cost anything.
Lullaby at bedtime: along with a story at bedtime, a lullaby, or a quiet song that you like is a good way to finish the child’s day. Try to keep to the same song each night until the child wants a change. This routine will become familiar to your child and will help them relax. Keep to this routine even if you and the child are away from home eg staying with relatives, in hospital, in a hotel.
Stories with intonation/sounds: children love books with noises, textures, or parts where they have to provide the noises ie quack, moo. This develops their listening skills and helps them to anticipate what is coming next. Children also enjoy adults having to change their voices for characters, and they like to copy. It helps them to become involved in the story.
Share picture books together: looking at pictures together helps the child to increase their vocabulary. Many of the books have animals, and young children enjoy making the noises ie baa for the sheep, woof for the dog.
Number songs 1-5: there are many nursery rhymes which have numbers in them. They usually have actions to accompany them. The actions are as important as the words. Actions help to co-ordinate the different parts of the body which is part of your child’s development.
Rhymes: recite nursery rhymes whenever you can, including actions when appropriate for example, ride a cock horse to Banbury cross (pretend to be riding a horse as you say it). There are more rhymes to download on this website.
Movement is very important in co-ordinating the whole body so listen to ballet music, rock, rap and move around the room gliding, jumping, tap, etc
Listen to the rain drops falling on the window. Try to imitate the sound by making simple musical instruments.
When out walking listen to environmental sounds and see if your child can hear them. For example, listen to the leaves rustling as the wind blows through the trees or as you walk through fallen leaves in the autumn
Bath time fun: Listen to the bath being filled, the rush of water, plop as the duck is dropped in to the water; gurgling noises as the water goes down the plug hole.
Play with puppets: you can make simple puppets by using an old sock and sew on two buttons for the eyes. Children often show great enthusiasm and express themselves more through a puppet.
Play games with a sound to anticipate for example ‘ready, steady….go’- your child has to wait for the word ‘go’ before he can carry out the activity. You could use a pop up toy. Your child can’t make it pop up until /he hears the word ‘go’.
Listening to ‘Simon says’: give your child instructions like ‘run’, ‘hop’, ‘jump’ but your child can’t do it until you have given the instruction. ‘’Mummy says……jump’’ Your child must stop when you say to stop.