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Updated: Jun 13, 2026
Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses
Published on: January 23, 2017
[Sound levels in nursery schools]
K Eysel-Gosepath1, H G Pape, T Erren
1Ärztin für Hals-, Nasen-, Ohrenheilkunde, Im Finkenhain 6, 50996 Köln. pek.eysel@t-online.de
Insights
Nursery school children and teachers experience high noise levels, potentially causing hearing damage. Educating children about noise and using visual aids like "noise lights" can help reduce sound levels and prevent future hearing loss.
Area of Science:
- Environmental Health
- Audiology
- Pediatrics
Context:
- Children and teenagers are at risk of noise-induced hearing loss from loud toys, music players, and discotheques.
- Nursery schools and schools generate significant noise levels from children's activities and voices.
Purpose:
- To measure sound levels in a nursery school setting.
- To assess the impact of noise education and a visual feedback system ('noise lights') on sound levels.
- To evaluate teachers' perceptions of noise-related stress.
Summary:
- Sound levels were measured in four nursery school rooms with 22 children (3-6 years) and two teachers over five days.
- Measurements were repeated after children received noise education and used 'noise lights' to visualize sound levels.
- Mean sound levels near teachers' ears were 80.1 dB(A), with peaks up to 112.55 dB(A). Teachers reported high physical and emotional stress due to noise.
Impact:
- A tendency towards reduced sound levels was observed after implementing noise education and the 'noise lights' system.
- The study highlights the need for early noise sensitization in children to prevent hearing damage.
- Findings suggest the potential effectiveness of visual feedback systems and soundproofing measures in educational environments.
Introduction:
Children and teenagers often suffer from hearing loss because of exposure to sound levels above 100 dB generated by toys, portable music players and stereo equipment in discotheques. Even in nursery schools and schools, considerable noise levels are produced by children's voices.
Methods:
Sound levels were measured in a nursery school in Cologne in four different rooms, each with 22 children aged between 3 and 6 years and two teachers. Sound dosimeters detected sound levels in each room for 5 days of the week. These were positioned in the room above the playing children as well as near the teachers' ears. The same measurements were repeated after the children had been instructed about noise and possible noise damage. In addition, the children were now able watch the "noise lights", an instrument resembling traffic lights which translated the sound levels actually measured in their room into optical signals. A questionnaire containing 13 questions about noise and sensitivity to noise was distributed to 35 teachers at nursery schools in the Cologne municipal area.
Results:
Mean sound levels of an 8-h/day measuring period (L(eq)) were 80.1 ± 2.3 dB(A) near the ear of the teacher and 70.87 ± 2.5 dB(A) measured in the room. The maximal sound level for 1 s, L(max) dB(A), was 112.55 ± 2.3 dB(A) near the ear and 103.77 ± 8.1 dB(A) in the room. After the children had learned about noise and were able to check the sound level they produced with the help of the "noise lights", a tendency towards a reduction of sound levels in the room and near the teachers' ears could be seen. An evaluation of the questionnaire revealed the high physical strain and emotional stress the teachers were subjected to due to noise.
Conclusions:
Children and teachers in nursery schools are subjected to high sound levels. Therefore, the education and early sensitization of children to noise in order to prevent prospective hearing damage, e.g. using the "noise light", should be set as a goal. Soundproofing measures are also possible. Further investigations to assess the effects of these measures are planned.
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