The Importance Of Listening In Pedagogy

The importance of listening in pedagogy

The objective of this article was to imply the importance of listening in pedagogy and in turn show some important aspects for which listening should be treated both in family, school, social and even personal fields. Demonstrating that listening is not important only as hearing, but as a way of dialogue, interpretation, reading and socialization which generates more critical, analytical and cohesion spaces, both in the academy and in the daily life of the people who know how to listen,Also creating a way to listen to context, not only listening with the ear but with the other senses, making a habit, a habit which can change and transform the world towards something better demonstrating that something as "common" asListening could be one of the best strategies to improve society at the academic, cultural, social and human level.

INTRODUCTION

One of the big problems and at the same time solution for pedagogy is listening, but if studied about current pedagogy, it is evident that it has not been given the importance of the action of listening throughout history, leavingOne side all the great meaning that it has in the educational, communicative, social and cultural field, managing to be this simple fact perhaps one of the most fundamental and significant in pedagogical currents, it is for this reason why this article is written,To contrast the great importance of listening to pedagogy.

Listening to the construction of the dialogue

You must take into account listening at every teaching opportunity, since listening is one of the most important components when instructing, referring to the fact that in order for information to be retained or received in the best way, it isIt must have a good listening, which would significantly improve the learning ability and in turn the dialog.

Listening is an art to understand children’s culture: its way of thinking, doing, asking, theorizing, desiring, etc.”(MALAGUZZI, 1976) In this way the child would also find a new and greatest method of communicating, thus generating better spaces of dialogue, deeper, critical, analytical and even coherent spaces. But listening to children goes far beyond hearing what they say, it has to do with believing in them, respecting and valuing their opinions, knowing how to listen in a good way and manage to impart good dialogues from ourselves, in order to contribute in a good wayto their self-learning being guides and promoters so that children can improve in each meeting.

The meaning of listening

The true meaning of listening can be divided into different aspects, but I agree with Rinaldi (2001) in which “listening should be open and sensitive to the need to listen and to be heard, and the need to listen with all our senses,Not only with the ears."To which it is inferred that listening is not only the act of using the ears, but instead not limit us and achieve with all our senses, thus achieving to listen to everything that surrounds us and even the things that things that things that things that things that thingsWe cannot perceive with the naked eye, thus producing a better listening ability.

Listening to in case to talk about countless concepts and meanings:

• Listening must have the best disposition and be open to differences, considering the value of the point of view of others and their exegesis.
• Listening must cause questions, no answers.
• Listening must at all times of being open to listen and in the same way to be heard.
• Internal listening is undoubtedly a very important factor, since we must also motivate us to listen to others.
• Listening is not only to hear, at the time a dialogue and internal reflection are heard.
• Listening means giving, meaning, value and meaning to the message that wants to be disseminated by the other.
• Listening exalts both who listens and who produces the message.
• Listening generates affection links among people who listen and are heard.

Listening and children

From the beginning, it is evident how children are curious, restless, they have voice, they wantHis way of manifesting, growing and in turn doing one way or another that the child begins to fear the act of asking about the fear of not being heard or simply silent.

It is here where you must be clear that you should not shut up, delay and scare the child at the time when he wants to be heard, for his counterpart you must hear attentive and in the best possible way the child promotingHis socialization and dialogue creation capabilities through listening, in order to know and clearly understand what he thinks, feels and interpreting the child, not only with his words, but with his actions, gestures and behaviors, since"Socialization is not taught to children: they are sociable beings" (Rinaldi, 2001) this must be understood by understanding that children themselves already have many skills to socialize, speak and listen, which should only be promoted,In order to help the child improve and grow with better bases, both critical and human and argumentative.

Internal listening

The child by listening to himself also generates processes in which he generates changes, habits and thoughts which he decides or tries to handle in the way it seems most convenient, it is here where the teacher must know how to carry this internal listening of the childAnd you must know how to observe, interpret and deduce what the child is generating in his internal listening since as Malaguzzi (1976) says “What children learn does not give as an automatic result of what is taught. Rather, the action of children is due in large part as a result of their activities and our resources ”. This is why the teacher must create or find the best methods and resources to ensure that the child can develop each of his abilities in the best way, finding a method with which to strengthen the internal listening of the child, hisonce making the child feel more comfortable, sure and happy with himself. Strengthening his own internal listening and strengthening that of his students, making the child feel safe, confident and capable, but this help must be given to the child from his family environment, that his family also helps him improve this listening also looking for his own means.

Listening from home

The act of listening should not only be treated in the school and educational field, this must be carried out from home as a joint process with all that worked in school, in order to take listening to a higher level and achieveMake this something that seems very simple. Since as Beuchat says (s.f) "This development begins within the family world" therefore, the family must be aware of their role in the development of their child’s listening not only for intellectual progress, but so much social and cultural, marking significantlyIn the life of your child and in their own lives for a common good, generating better spaces for dialogue and listening.

Listening to school

The importance that must be taken to the act of knowing how to hear in the school environment must be highof the spaces in which the child spends most of his time. Fisher and Terry (1982) remind us that children spend at least six hours of school hours listening. Therefore it is inferred that it is in the school where you should greatly provide brutal importance when listening, all this for the child to develop their skills in the school and so when it is outside of it,be something that the child can do in a very simple way.

It must be achieved that the child likes to listen and not that he feels obliged to do this, since more than anything he is looking for the child to be happy in the school environment, it is here where everything already exposed must be taken and achieve themore effective, fun and profitable way for the child to want to listen, listen and be heard.

Listening to society development

For a long time listening has been included and studied as part of communication or socialization, which is even more important to hear, since it is not only hearing, but includes in itself interpreting,dialogue, express and even feedback. This is why there is great importance to listening to the development of society, such as Codina (2004) “The total time we dedicate to communication, 22% is used to read and write, 23% in speaking, and 55% in listening."Listening is undoubtedly the activity to which we spend more time, therefore it must also be the activity that we should best dominate, that is why you must have a clear perception of what we hear and how we interpret what we are listening to, in order to carry an intellectual, social, communicative, cultural and auditory development to society.

Conclusions

• Listening is a primary factor in the construction of the dialogue, generating better ways to establish conversation and with greater possibilities.
• Knowing how to listen to the child in itself generates more critical, analytical and cohesion spaces, thus achieving a better understanding in context.
• Listening is also based on believing, respecting and valuing opinions, demonstrating a good attitude towards this.
• You should never shut up a person or not listen to it, since it is something important in pedagogy at the time of receiving an idea or opinion.
• You must be willing to listen and be heard.
• Children since they are born are sociable beings and with great listening skills, which should only be enhanced.
• Strengthening internal listening in order to generate confidence and self-confidence in the child.
• Improvement of dialogue and listening skills from home with the help of parents.
• Development of listening in the school environment, to perform it in a better way outside this.
• Make listening to something fun, for the child to spend pleasant moments and value the act of listening at every moment.
• Be listening as a method of increasing self – esteem, trust and happiness.

Acknowledgments and literature cited

• MALAGUZZI, L. (1976). Inspired by Reggio Emilia: Reggio Emilia and the Pedagogy of Listening. Recovered from http: // www.Inspired inregioemilia.com/regio-emilia-and-la-pedagogia-de-la-escucha/
• Rinaldi, c. (2001). Pedagogy of listening: the listening perspective from Reggio Emilia. [PDF file]. Recovered from http: // www.Bama.org.AR/SITE2014/SITES/DEFAULT/FILES/_ARCHIVOS/MERKAZ/JOMER_ON_LINE/RH_PAGOGIA_ESCUCHA.PDF
• MALAGUZZI, L. (1976). Choose Educar: Loris Malaguzzi: The story that led him to found "Reggio Emilia". Recovered from https: // choseeducar.CL/LORIS-MALGUZZI-LA-HISTORIA-LO-LLEVO-FUNDAR-REGIO-EMILIA
• Beachaut, c. (s.F).Reading and life: Listen: The starting point. [PDF file]. Recovered from http: // www.Readyvida.Fahce.UNLP.Edu.AR/NUMBERS/A10N3/10_03_BEUCHAT.PDF
• Fisher, c.;Terry, a. (1982). Children’s Language and The Language Arts. New York: Mc Graw Hill Book.
• Codina, a. (2004). Intangible capital: knowing how to listen. A valuable intangible. [PDF file] recovered from http: // www.Intangiblepital.Org/Index.PHP/IC/ARTICLE/VIEW/23/29