ABSTRACT
This chapter introduces the theoretical perspectives that value the importance of listening to children. It provides an overview on how theoretical perspectives and philosophical approaches consider the importance of listening. Listening involves children and adults using many languages and codes to express themselves. It also involves pauses and turn-taking. Philosophical approaches and researchers unify theoretical perspectives and the pedagogy of learning. Jerome Bruner believed that children required a system, namely language acquisition support system, whereby they need to hear language around them. This involves the practitioner playing a pivotal role by providing age-appropriate resources and having the skills to encourage young children to learn to read, write and speak. Many philosophical approaches are active within the Early Years Foundation Stage curriculum. Froebel believed that practitioners should encourage self-expression through play and that the outdoor environment was very important. When outdoors, many opportunities open up for listening, touching and smelling the outdoors, which extend vocabulary and language.
