The impact of a sound amplification system in a preschool setting: Children’s and educators’ perspectives

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Abstract

This study investigated children’s and early childhood educators’ perspectives on the impact of a sound amplification system in a preschool setting. The sample included 69 children aged 3-5 years and nine early childhood educators from a preschool in regional Australia. Children completed self-report booklets, rating how well they could hear in group time situations prior to and after the implementation of a sound amplification system. Early childhood educators completed an adapted version of the Listening Inventory for Education-Revised, rating the children’s hearing and listening. Quantitative analyses indicated that children’s hearing and listening improved, as reported by both educators and children. Qualitative analyses indicated that children and educators felt positive about the sound amplification system, that children could hear other children better, particularly at news time, that it helped children with speech difficulties to be better understood, and that it improved the confidence of the quieter children with speaking in front of the group.
Original languageEnglish
Pages (from-to)21-40
Number of pages20
JournalAsia-Pacific Journal of Research in Early Childhood Education
Volume11
Issue number1
Publication statusPublished - 2017

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