Listening in early childhood : a clinical investigation of the listening process in three- and four-year old children : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University

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Copyright is owned by the Author of the thesis. Permission is given for

a copy to be downloaded by an individual for the purpose of research and

private study only. The thesis may not be reproduced elsewhere without

the permission of the Author.

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LISTENING IN EARLY CHILDHOOD:

A CLINICAL INVESTIGATION OF THE LIS TENING PROCESS IN THREE-AND FOUR-YEAR OLD CHILDREN

A THESIS PRESENTED IN PARTIAL

FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY

IN EDUCATION AT MASSEY UNIVERSITY

GORDON MERVYN GILLION

1985

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ABSTRACT

The purpose of the study was to investigate s ome a s p e c t s o f the l i s t ening p r o c e s s i n e a r ly c h i l dhood e d u c a t i o n . The inves t i g a t i o n was based on the p r e m i s e that l i s t e ning was a c o gni t i ve a c t i v i t y d i s p laying c o gn i t i v e - s t ructural f e a t u r e s s i milar to t h e d e v e l o pment o f know l edge .

The review o f the l i t e rature revealed that the l i s t e n i n g p r o c e s s as a c og n i t ive a c t i v i ty i n e a r ly c h i l dhood had n o t been s u f f i c i e n t l y c o n s i d e r ed . In o r d e r t o i nvestigate the l i s t ening p r o c e s s a Piagetian t h e o re t i c a l pe rspec t i ve was deve l o p e d . I n h e r e n t i n t h i s pers p e c t i v e was the r e l a t i o n o f l i s tening t o t h e s t ructura l i s t p o s i t i on a s eluc i d a t e d by Piage t .

Inherent interview as s e l e c t e d f o r

i n Piage t ' s p r i n c i p l e s w a s the c l i n i c a l

penetrating

t h e t h e

m e t h o d o f inqui ry . A s the s t udy, i t was de termined i n the d i s c o very of underlying

methodo l o gy to be more c o gn i t i ve - s t ructural f e a t u r e s o f l i s tening. The c l i ni c a l i nterviews invo l v e d 20 sub j e c t s , t e n three-year o l d s and ten f o u r-y ear o l d s , each e n c o un t e r i n g four d i f fe r ent s t imulus s i t u a t i o ns developed s p e c i f i c a l ly f o r the i nv e s t i g a t i o n .

i n t e rv iews w i t h trans c ri p t i o n .

each child were recorded

The a n a ly s i s o f the i nterview p r o t o c o l s ,

The f o u r f o r l a t e r

preceded by f o rmal c o d i ng , i nv e s t i ga t e d the l i s t e ning p r o c e s s a c r o s s the four s t imulus s i t u a t i ons by the central p r o c e s s o f equi l i b r a t i o n . T h e exemp l i f i c a t i o n o f t h e c o n s t r u c t s o f equi l i b rium w h i c h i n c luded the c o g n i t i v e s t ructures o f l i s t en i n g fa c i l i t ated the exp l a n a t i o n o f t h e l i s tening process in three -and f o u r -year o l d c h i l d r e n .

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(i i i) The c o n c l us i ons of the s t udy r e l a t e to the c o r r o b o r a t i o n o f the p o s t u lates f o r each P i a g e t i an theore t i c a l c o n s t r u c t . F i rs t , a m o d e l o f the l i s t e ning p r o c e s s was suggested invo lving t h e equ i libration o f c o gni t i v e struc t u res . S e c o nd , the s t udy i n d i c a t e d that the c l i n i c a l interview is a u s e f u l m e t h o d f o r t h e inquiry o f l i s tening i n early c h i l d h o o d . A l s o , s i n c e t h e m e t h o d o logy h a s been u t i li z e d s u c c e s s fu l l y i n t h e inves t i ga t i o n o f lis tening i t i s suggested t h i s p r o c e d ure c o n s t i t u t e s a u s e f u l method for the inquiry o f o th e r phenomena i n early chi ldhood e d u ca t i o n . Fina l l y , t h e s tudy i nd i c a t e d e d u c a t i o n a l imp l i c a t i ons for the c u r r i c u lum and suggested a reas f o r further r e s e a rc h .

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PREFACE AND ACKNOWLEDGEMENTS

My i n v o l vement in the education of young c h i ld ren h a s m a d e m e i n c reasingly aware o f the i m p o r t a n c e o f the a c t o f l i s t ening i n young c h i ld ren a n d o f the n e e d f o r r e s e a r c h on l i s t e n i n g . On the c o m p l e t i o n o f this s t u d y , I w i s h t o acknowledge t h e f o l l o w i n g people .

F i rs t , I w i s h t o thank Profes s o r R . S . Adams , Dean o f E d u ca t i o n , f o r h i s i n i t i a l invo lvement i n my coming t o Massey U n i v e r s i t y .

S e c o n d , I wish t o a c knowle dge my supervi s o ry commi t t e e : D r . Donald M . M c A l pi n e , my c h i e f superv i s o r , fo r h i s support and knowledgeable guidance throughout a l l stages o f this

thes is; Dr. A lan ^c. W e b s t e r for his w i s d o m and cons tant e n c o u ragement; and D r . John A. C o d d f o r h i s c o n t r i bu t i o n o f t i m e and h i s a c a d e m i c experi e n c e .

I a l s o w i s h t o thank t h e head t e a c h e rs and p r e s c h o o l chi ldren f o r th e i r e n thus i a s t i c p a r t i c i pation in t h i s s tu d y . C on v e r s a t i o n s w i t h y o ung c h i ldren are always i nf o rm a t i ve!

Dr . R i chard Biggs and D r . P e t e r Kay provided valuable a s s i s t an c e i n the final prepar a t i o n o f this thes i s .

I o w e a d e b t o f gratitude t o R e v e rend C e c i l and M r s . Marshal! and f r i e n d s o f S t . M a t thew ' s Parish , who w e l c omed us from C anada into t h e i r family and lo v i ngly and prayerfully s u p p o r t e d us during our s tay in New Z e a land .

F i n a l l y , I express my d e e p e s t a p p r e c i a t i o n t o my fami ly . My s o n James gave s o wi llingly o f h i s l o v e and prayers and u n d e r s t o o d about m i s s e d playtimes . Du ring h i s s i x years h e h a s taught m e much a b o u t l i s t e n i n g . M y w i f e C a t h e r i n e has been my c o n s t a n t c o mpani o n , encourage r , and h e l

�

^and

w i thout whom this t h e s i s would n o t have been p o s s i b l e .

G o rdon M . G i l l i o n June 1 985

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TABLE OF C O NTENTS

ABSTRACT • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • i i PREFAC E AND A C K NOWLEDGEMENTS . . . i v TABLE OF C O NTENTS • • • • • • • • • • • . • • • • • • • • • • • . • • • • • • • • • • • • • • V

L I S T OF FIGURES ^•. • . • • . . . • . . . . • • • . . . • . . • • • • . . . • . • • . • . . • . i x L I S T O F TABLES • • . . . • . • . . • • . . . • . . . • . • • . . . • . • . . . • . • • X

CHAPTER 1

CHAPTER

2

CHAPTER 3

FOCUS OF THE STUDY ^• ^• ^• ^• ^. ^• ^• ^.^• ^. ^• ^. ^. ^. ^.^. ^• ^• ^• ^• ^. ^. ^. ^• ^•

Importance of L i s t en i n g ^• ^. ^. • • . . . . • • . . . • • . . . .

1

S t a t e o f the L i t erature ^• ^. ^.^. • • . . • . • • . . . • • . 3

Purp o s e . . . . . . . • .

. . . 7

0 v e r v i ·e w • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

9

REVIEW OF THE L I TERATURE . . . • . . . . •

1 1

Introdu c t i o n . . . . • .

. . . 11

L i s t e ning Theory .

. . . 11

Defi n i t i o n . . . 1 2 C ause f o r Negle c t • . • • . . . • . . • • . . . • . . . • • 13

Vari a b l e s Influe n c i n g L i s t ening . . .

1 5

M o d e l s o f L i s tening . . .

1 7

C omponents and Types o f L i s t ening . . .

20

L i s t ening S k i l l s • • . • . . . . • . . • . • . • • • . • • • . . . . . 23 C a tegoriz a t i on o f L i s t ening Ski l ls ^• ^. ^• ^• ^• ^.

24

C r i ti c a l L i s t e n i ng . . .

2 6

L i s t en i ng Research ^• ^• ^• ^• ^• • • • . • • • . • • • • • • • • • . • •

27

I nt er r e l a t i onships of L i s tening and

t h e O ther Language Arts ^• • • . . • • . • • . . . . • . • • • •

34

General Overview . . . 35 General C ompar is o n s /Li s t ening ,

Reading , Wri t i n g , S p e a k i n g . • • • . • • • • • . . . • 37

C o mpara t i v e S t u d i e s - L i s tening �nd

Reading . . . . • . . • . . . . . . . . . . . . . . . . . 38

The E f f e c t of L i s t en i n g Training

on Reading C ompreh ens i o n . . .

40

L i s tening A s s e s s ment ^. ^• • • • • . • • . . • • • . . • • • • • • •

4 1

THEORETICAL PERSPE C T I V E A N D C H O I C �

O F METHOD • • • • . . • • • • • • • • • • • • • • • • • • • • • • • • • • • •

46

I n t r o d u c t i o n .^..

. . . 46

Theore t i c a l Pers p e c t i v e . • • • • . • . . . . • • • • . • . • •

47

P i a get ' s S tages of C og n i t i v e

Development ^.^. ^. ^• ^• ^. ^.^. ^• ^. ^• • • • • • . . . • . . .

47 1 .

Preopera t i o n a l S tage • • . . . • • • •

49 2 .

Summary of S t a g e s · • · · ·

49

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CHAPTER

3

CHAPTER

4

( vi ) ( C o n t i nued )

Piage t ' s S t ructura l i s t P e r s p e c t i v e • • • • • • 50 1 . A s s i m i l a t i o n , Ac commoda t i o n ,

and E qu i l i b r i u m • • • • . • • . • • • • • • • • • • 5 1 2 . Charac t e r i s t i c s o f S t ructure • • • • • 5 2 a . The I d e a of Wholeness ^{• • • •} 5 3 b . The I d e a of

T r a n s f o rmat i on . • • • • • • • • • • 5 3 c . The I d e a o f

S e l f-R egula t i o n . . . 54 3. P r o c e dures . . . . • . . . . . . . . 54 4. Impo rtance o f S t ructura l i s t

P e r s p e c t i v e . . . . . . . . . . . . . . . 5 5 5 . Gene t i c E p i s t e m o logy and

L i s t e n i n g . . . . . . . . . . . . . . . . 5 6 6 . Summary/Imp l i c a t i ons • • • • • • • • • • • • • 58 C h o i c e of Method . . • • • • • . • • • • • • • • • • • • • • • • • • • 5 9 I nt ro d u c t i o n . . . . . . . . . . . . . . . . . . . 5 9 C ompa r i s on o f T e s t Method , Pure

O b s erva t i o n , and C li n i c a l Method • . • • • • • • 5 9 1 . The T e s t ( Ex p e r i mental ) Method ^{• • •} 6 0 2 . Pure O b s e r v a t i o n . . . 6 1 3 . The C l i n i c a l Method . . . • . . • • . . • . • . 6 1 R a t i onale f o r C li n i c a l Method . • • • • • . • • • • 64 I n t e r p r e t a t i o n o f P r o t o c o l s • • • . • • • • • • • • • 6 6 R e l i a b l i t i y a n d V a l i d i ty . . . 6 9 R e liabi l i ty/Va l i d i ty i n R e l a t i o n t o

the Dedu c t i v e Method . . . 70 Summary/Im p l i c a t i o n s • • • • • • • • • • • • • • • • • • • • 7 2

DEVELOPMENT OF ST IMULUS S I TUATIONS AND

DES I G N AND FORMAT • • • • • • • • • • • • • • • • • • • • • • • • • • 74 I n t r o d u c t i o n . . . . . . . . . . . . . . . . . . . . . . 74 D e t e r m i n a t i o n of L i s t e n i n g S i tu a t i ons • • . • • •

74

The Development o f S t i mu lus S i tu a t i o n s

a n d M a t e r i a l s . . . . • . . . . . . . . . . . . 77 I n t r o d u c t i o n . . . . . . . . . . . . . . . . . . 77

S t i mu lus S i tua t i o n - Marginal

L i s t ening . ^.. . . 77 S t i mulus S i t ua t i o n 2 - Appre c i a t i v e

L i s t e ni n g . ^.. . . 7 9 S t i mu lus S i t u a t i o n 3 ^- A t t e n t i v e

L i s t ening . ^.. . . 8 1 S t i mu lus S i t u a t i o n 4 ^- Analytic

L i s t ening . . . . .

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C HAPTER

5

EQU I L I BR I U M : A MODEL FOR T H E LISTENING

(v i i)

PROCESS • • • • . • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

1 0 0

I n t r o d u c t i o n ^.

. . . 1 00

Data P r e s e n t a t i o n • • • • • • • • • • • • • • • • . • • . • • • • • •

1 02

Ass i m i l a t i o n . . . . . • . .

. . . . . . . . . . 1 03

S t i mulus S i t u a t i o n ^- Marginal

L i s tening . . . . .

S t i mu lus S i t u a t i o n

2

- Appre c i a t i v e L i s tening . . . . .

S t imu lus S i t u a t i o n

3

- Attentive

L i s tening • • • . .

S t i mulus S i t u a t i o n

4

- Ana lytic

L i s tening • • • • •

Summary • . • . . . • . • . . . • • • . . . . • • . . . .

Ac commodation and Equi l i b rium Level One ^{• • • •} S t i mulus S i tu a t i o n

1

- Marginal

S t i mulus S i tu a t i o n

2

- App r e c i a t i v e L i s t e ning • . . . •

3

- Attentive L i s t e ning S t i mulus S i t u a t i o n 4 - Ana lytic

L i s t ening

Summary • . • • • • • . • • • • • • • • . • • • • • • . • • • • • •

The C og n i t i ve - S t ru c t u r a l F e a t u r e s

of L i s t e ning . . . ^. E g o c e n t rism . . . • .

S t i mu lus S i t u a t i o n - Marginal

2

- Appr e c i a t i v e L i s tening • • • • •

3

- Attentive

4

- Ana lytic

Summary • • • . . • • • • • • • • • • • • • • • • • • • • • • • • •

W h o l e n e s s . . . • . . .

L i s t e ning . . . . .

S t i m u lus S i t u a t i o n

2

^- Appre c i a t i v e L i s tening . . . . .

S t i m u lus S i tu a t i o n

3

^- A t t e n t i ve

S t i m u lus S i tu a t i o n 4 - Ana ly t i c

1 0 4 1 05 1 0 7 109 1 1 0 1 1 0 1 1 2 1 1 4 1 1 6 1 1

8

1 2 0 1 20 1 2 2 1 2 4 1 2 5 1 2 6 1 27 1 2 9 1 2 9 1 30 1 3 2 1 3 3 1 3 5

Summary • . • • • • • • • • • • • • • • • • • • • • • • • • • • • •

1 37

T r a n s f o rmat i o n • • • • • • • • • • • • • • • • • • • • • • • • • •

1 37

1 38

2

- App r e c i a t i v e

L i s tening . . .

1 4 1

3

^- Attentive

1 43

S t i mu lus S i t u a t i o n 4 - Ana lytic

L i s t e ning . . . . .

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CHAPTER 5

CHAPTER 6

(

v i i i) (c o n t i nued)

S e l f -Regula t i o n • • • • • • • • • • • • • • • • • • • • • • • • • 1 4 9 S t imulus S i t u a t i o n - Marginal

L i s tening • • • • • 1 5 1 S t i mu lus S i tu a t i o n 2 ^- Apprec i a t i ve

L i s t ening • • • • • 1 5 4 S t i mu lus S i t u a t i on 3 ^- A t tentive

Listening • • • • • 1 5 6 S t i mu lus S i t u a t i on 4 - Analy t i c

L i s t ening • • • • • 1 5 8 Summary • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 1 60 Equi l i b r i um - Level 2 • • • • • • • • • • • • • • • • • • • • • • 1 60

L i s t ening • • • • • 1 6 1 S t i mu lus S i tu a t i o n 2 - Appre c i a t i v e

L i s tening • • • • • 1 6 2 S t i mu lus S i tu a t i o n 3 - A t t en t i ve

Listening • • • • • 1 64 S t i mu lus S i t u a t i o n 4 ^- Analyt ic

L i s tening • • • • • 1 6 5 Summary . . . . • . 1 68 Final Summary and C onc l u s i ons .. . . 1 68

REVI E W , EDUCATIONA L I M P L I C A T I O NS , SUGGESTIONS FOR FURTHER RESEARC H , AND CONCLUSIONS • • • • • • 1 7 1 Review • • • • • • • • • • • • • • • • • • • • . • • • • • • • • • • • • • • • • 17 1 E d u c a t i o n a l Impli c a t i o n s • • • • . • • • • • • • • • • • • • • 1 7 4

A M o d e l o f the L i s t en i n g P r o c e s s • • • • • • • • 1 74 C u r r i c u lum I m p l i c a t i ons . • • • • • • • • • • • • • • • • 178

1 . M o d e l s f o r the O t h e r Language

A r t s in E a r ly Chi ldhood • • • • • • • • • • 1 7 9 2 . C u r r i c u lum Devel opment in

L i s tening . . . . . . . . . . . . . . 1 80 M e t h o d o logy • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 1 82 Sugges t i o n s f o r F u r t h e r Res earch • • • • • • • • • • • 1 83 E q u i l i brium - L e v e l Three • • • • • • • • • • • • • • • 1 83 Ve r i f i c a t i o n by R e p l i c a t i o n • • • • • • • • • • • • • 1 85 I nves t i ga t i o n o f O t h e r Phenomena • • • • • • • • 1 86 I nd i vi d u a l S t i mu lus S i t u a t i ons of

L is t e n i ng . . . . . . . . . . . . . . . . . 1 87 C onc l u s i o n s . . . . . . . . • . • • • . . • . . . 1 87

B I B L I OGRAPHY • • • • . • • • • • . • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 1 9 1

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(i x)

L I ST O F F I GURES

F i gure 1 - L i s t ening/Non - lis tening A c t i v i t i e s • • • • • . • •

F i gure

2

- T u t o l o ' s M o d e l o f L i s tening • • . • • • • • • • • • • • • 18 F i gure 3 - Lundsteen ' s M o d e l o f L i s tening • • • • • • • • • • • • 1 9 F i gure 4 - The Language M o b i l e • • • • • • • • . • • . • . . • • • • • . . • 3 4 F i gure

5

- L i s t e ning C ompared t o the Other Language

A r t s . • • • . • • . . . • . . • • • • • • . . • . . . • . . • • • • • . . • 3 5 F i gure

6 -

O v e r lapping Language Vocabularies • • • • • • • • • 3 8 F i gure 7 - S tages o f C ognitive Devel opment • • • • • • • • • • • 48

F i gure 8 - L e v e l s of E q u i l i brium . . . • . • . • • • • • • • • • • • • • •

52

F i gure 9 - M o d e l of A c t i v e C o gn i t i o n . . .

57

F i gure 1 0 - A p p r e c i a t i v e L i s t e n i n g . . • . . . • • • • • • 79 F i gure 1 1 - A t t entive L i s tening . . . 8 1 F i gure

1 2

- A t t e n t ive L i s tening : F u n c t i ons f o r

I n d i vi dual T a s k s . . • . . • • . • . • . . • • • • • . • • , • • • • • 84 F i gure 1 3 - A n a lyt i c L i s tening • • • • • • • • • • • • • • • • • • • • • • . • 85 F i gure 14 - A M o d e l of the L i s t e n i n g Process . • . • • • • • • • 1 75

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(x)

L I S T OF TABLES

Table

1

- Frequency Per Function for Investigation

of A t t e n t i ve L i s tening . . . 84 Table

2

- Popu l a t i o n and Sample T o t a l s by Age ,

Table 3 -

Sch o o l , and S e x . . . • . . . . . 9 5 Resu l t s o f PPVT . . . . ^{. .}. . . . . ^.. . . . ^.. . . ^.. . . 9 6