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Attention and Listening

Attention and listening skills are necessary for the development of speech, language and communication. A child must be able to listen to and attend to their environment in order to learn from it to their full capacity. Appropriate attention and listening skills mean a child can benefit from the models of vocabulary and speech sounds provided by speakers.  

This is a guide to how we expect children to develop their attention and listening skills. All children develop at different rates, so if you are worried then please see our referral guide to check if you need to make a referral.

Table showing attention and listening skills for different ages

Age

Skills

3-12 months
  • Watches face when someone talks
  • Startled by loud noises
  • Locates source of sound or voice accurately
  • Focuses on different sounds e.g. telephone, doorbell

12-24 months
  • Enjoys sound making toys
  • Listens and responds to simple instructions e.g. “Tia, give to mummy”
  • Can focus on their own activity but hard to be directed by an adult
  • Using the child’s name helps them attend better e.g. “Ali, eat banana”

2-3 years
  • Beginning to listen and talk with interest, but easily distracted
  • Listens to instructions directed at him/her but prompts are needed e.g. “Joe, stop running”

3-4 years
  • Enjoys listening to stories
  • Finds it difficult to attend to more than one activity e.g. cannot listen to instructions while colouring. Needs to attend to one thing at a time

4-5 years
  • Attention is more flexible – can listen to instructions relating to a task without stopping to look at the speaker

5-7 years
  • Ignores unimportant information

7-9 years
  • Listens to information and makes relevant and related comments

9-11 years
  • Actively listens to what is say and the way it is said

 

References: ICAN (2011)​ Nippold, Marilyn A. (2007)

Strategies to support Attention and Listening at Home

Children need to have good attention and listening skills as a foundation for building other speech and language skills.

  • Use the child’s name: Prompt the child to listen and attend by using their name and getting them to look at you before talking to them. By getting their attention by saying their name, they are showing that they are ready to listen.
  • Get down on the child’s level: Ensure they have a good view of you are away from any distractions. 
  • Make the child aware of good listening skills: You can use visuals to support this e.g. eyes looking, ears listening, lips closed and hands still.
  • Use an appropriate level of language: Short and simple sentences checking that the child has understood.
  • Tell the child important information is coming: This will prepare them to listen e.g. ‘Listen carefully, next…’
  • Use specific praise:  e.g. ‘well done for waiting’ ‘ you’re doing good sitting’ ‘thank you for looking at me’
  • Use rewards: This will motivate the child to complete activities e.g. golden time, sticker charts
speechlang_img1.png
Example of visual prompts

Visual prompts: can be used to support these strategies and may help the child attend for longer.

N.B. If a child has sensory needs, these may need to be addressed alongside their attention and listening.

Strategies to support Attention and Listening in the Classroom

Children need to have good attention and listening skills as a foundation for building other speech and language skills.

  • Use the child’s name: Prompt the child to listen and attend by using their name and getting them to look at you before talking to them. By getting their attention by saying their name, they are showing that they are ready to listen.
  • Sit the child near the front of the class: Ensure they have a good view of the teacher and the board and areaway from any distractions. This can be both during table time and carpet time.
  • Make the child aware of good listening skills: You can use visuals to support this e.g. eyes looking, ears listening, lips closed and hands still.
  • Use an appropriate level of language: Short and simple sentences checking that the child has understood.
  • Tell the child important information is coming: This will prepare them to listen e.g. ‘Listen carefully, next…’
  • Use specific praise:  e.g. ‘well done for waiting’ ‘ you’re doing good sitting’ ‘thank you for looking at me’
  • Use rewards: This will motivate the child to complete activities e.g. golden time, sticker charts
speechlang_img1.png
Example of visual prompts

Visual prompts: can be used to support these strategies and may help the child attend for longer.

N.B. If a child has sensory needs, these may need to be addressed alongside their attention and listening.

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