This study investigated children’s and early childhood educators’ perspectives on the impact of a
sound amplification system in a preschool setting. The sample included 69 children aged 3-5 years
and nine early childhood educators from a preschool in regional Australia. Children completed selfreport
booklets, rating how well they could hear in group time situations prior to and after the
implementation of a sound amplification system. Early childhood educators completed an adapted
version of the Listening Inventory for Education-Revised, rating the children’s hearing and listening.
Quantitative analyses indicated that children’s hearing and listening improved, as reported by both
educators and children. Qualitative analyses indicated that children and educators felt positive about
the sound amplification system, that children could hear other children better, particularly at news
time, that it helped children with speech difficulties to be better understood, and that it improved the
confidence of the quieter children with speaking in front of the group.