Sluchové vnímání – Michalová Z. (2016)

Hearing is, alongside sight, the second most important sense involved in interpersonal communication. A weakened ability to perceive sounds does not mean that a child has a hearing impairment, but it can significantly negatively affect the outcomes of a child's initial education, particularly reading and written expression. Therefore, this publication aims to provide suggestions on how to effectively develop auditory perception in preschool-aged children and to prevent potential deficiencies. However, it can also be well utilized in stimulation or re-education if we already register or have confirmed weakened auditory perception in a specific child, even in school age. To make the work enjoyable for the child, while overcoming individual difficulties in auditory perception by completing tasks, they gradually climb a mountain with a boy named Tobík, with clouds leading to the summit marked with numbers of individual tasks. They gradually color these until they reach the top of the mountain. This way, the child progressively learns to rhythmically perform songs, audibly distinguish the rhythm of speech, clap syllables of words, determine the length of syllables, gradually audibly distinguish the presence of a specific syllable or letter (phoneme) in the heard word, play with the sound imagery of individual words, etc.