As stated in the previous lessons, sound plays a fundamental role in the development of early literacy skills.

Some sounds without technology could be:

  • The human voice – speaking, singing, whispering, chanting, or imitating sounds;
  • Body percussion – clapping, snapping fingers, stomping feet, tapping hands;
  • Natural classroom sounds – desks tapping, paper sounds, footsteps;
  • Group sounds – rhythm games, vocal patterns, sound storytelling.

 

The teacher’s voice as a literacy tool

The teacher’s voice is one of the most effective resources for developing listening and language skills. Through storytelling, reading aloud, singing and reciting poems teachers expose children to the rhythm, intonation, and patterns of spoken language. Variations in pitch, volume, and rhythm encourage children to listen attentively and interpret meaning from oral communication.

Interactive storytelling is particularly valuable because it promotes active listening and comprehension. Children learn to follow narratives, predict events, and identify key information through careful attention to the teacher’s voice.

 

Body percussion and rhythm activities, body reactions

Body percussion involves creating sounds using different parts of the body, such as clapping hands, tapping knees, snapping fingers, or stomping feet. These activities help children develop rhythm, coordination, and listening skills while increasing awareness of sound patterns.

Sound is a powerful sensory stimulus that influences both physiological processes and emotional experiences. Different types of sounds can trigger our body responses almost instantly. Calm, gentle sounds, nature songs can slow the heart rate, reduce stress and promote relaxation. The words spoken too softly determine us to move closer in order to hear better.

In contrast loud or unexpected noises may increase heart rate, raise stress hormone level and activate the body for a ‘fight-or-flight’ response.

Emotional reactions to sound are equally significant. Positive auditory experiences can evoke feelings of joy, calmness, trust and social connection, whereas unpleasant sounds may trigger fear, anxiety, irritation or emotional discomfort.

Therefore, a better understanding of the interaction between sound, physiological responses and emotions determine educators to use valuable strategies for supporting inclusive and emotionally responsive learning environments.

 

Voice-based sound games

Sound games that rely on children’s voices provide opportunities to explore language in an engaging way. Those games require minimal resources and can be organised easily. Activities such as rhyming games, sound imitation, and alliteration exercises encourage learners to identify similarities and differences between sounds.

The game ‘Mystery Voice’ can be useful for defining certain emotions.

Objective: Develop listening skills, attention, and auditory discrimination using only the voice.

How to play:

Children sit in a circle with their eyes closed. One child says a simple phrase such as, “Hello, my friend!” using a different voice each time (e.g., whispering, speaking happily, sadly, slowly, or like a giant). The other children listen carefully and guess both who is speaking and what kind of voice or emotion is being used.

 

Active listening through call-and-response activities

Call-and-response activities require children to listen carefully and respond to verbal or rhythmic cues. The teacher may create a sequence of sounds, words, or movements that children must repeat accurately. These activities enhance concentration, auditory memory, and listening comprehension.

In literacy contexts, call-and-response tasks can include repeating sentences, identifying key vocabulary, or responding to story-related questions. Such activities encourage children to process spoken language actively rather than passively receiving information.

 

Key outcomes

  • There are many ways of using sounds without technology that can provide rich opportunities for literacy learning.
  • The teacher’s voice is one of the most effective resources for developing listening and language skills.
  • Body percussion, body reactions and rhythm activities help children develop rhythm, coordination, and listening skills while increasing awareness of sound patterns.
  • Activities such as rhyming games, sound imitation, and alliteration exercises encourage learners to identify similarities and differences between sounds.
  • Call-and-response activities require children to listen carefully and respond to verbal or rhythmic cues.

 

Resources

  • Adams, M. J. (1990). Beginning to Read: Thinking and Learning about Print. Cambridge, MA: MIT Press.
  • Goswami, U. (2015). Children’s cognitive development and learning. Cambridge Primary Review Trust Research Survey 2/1. Cambridge: Cambridge Primary Review Trust.
  • National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Washington, DC: National Institute of Child Health and Human Development.
  • Nina Kraus (2021). Of Sound Mind: How Our Brain Constructs Meaningful Sonic World
  • Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press.
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