Does your child use safe listening practices?

Over 1 billion teenagers and young people use headphones and earbuds and delight in attending venues where there is very loud music. These practices put them potentially at risk of hearing loss, according to an analysis of available evidence, published in the British Medical Journal Global Health.

The World Health Organization (WHO) estimates that over 430 million people worldwide currently have disabling hearing loss. Young people are particularly vulnerable because of their use of listening devices, such as Smartphones, headphones and earbuds, and attendance at loud music concerts. This is happening without adequate regulations to enforce safer practices.

Previously published research reports that headphones and earbuds are often played at volumes as high as 105 dB while average sound levels at entertainment venues range from 104 to 112 dB, exceeding permissible levels (80 dB for adults; 75 dB for children) even if for very short periods of time.

This current study aimed to estimate the prevalence of unsafe listening practices among teens and young adults to get a global estimate of the numbers who could be at risk of hearing loss, with the aim of informing evidence-based policy to safeguard hearing.

They obtained information from relevant studies published in English, French, Spanish and Russian, involving 12-34 year-olds, and reporting on objectively measured device output levels and length of exposure.

A group of 33 studies, corresponding to data from 35 records and 19,046 participants, was included; 17 records focused on use of listening devices and 18 focused on loud entertainment venues.

The researchers also estimated the global number of people who could be at risk of hearing loss by considering the estimated global population of 12-34 year-olds in 2022 (2.8 billion) and the best estimates of exposure to unsafe listening practices from listening devices or loud entertainment venues derived from the systematic review.

The pooled data analysis indicates that the prevalence of unsafe listening practices from both sources of loud sound is common worldwide—24% (for listening devices) and 48% (for attending loud music venues) among teens and young people.

Based on these figures, the researchers estimate that the global number of teens and young adults who could potentially be at risk of hearing loss as a result ranges from 0.67 to 1.35 billion.

The researchers acknowledge some limitations to their findings, including the varied study design—a particular feature of the studies on entertainment venues—and the absence of standardized methodology.

In addition, their estimates did not account for some potentially influential factors, such as demographic details and recent changes to policy on safe listening in some countries/regions.

Nevertheless, their findings prompt them to conclude, “There is an urgent need for governments, industry, and civil society to prioritize global hearing loss prevention by promoting safe listening practices.”

Image by <a href=”https://www.freepik.com/free-photo/portrait-cute-young-girl-listening-music_7403354.htm#query=child%20with%20earbuds&position=12&from_view=search&track=ais”>Freepik</a>

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Martin Doherty, writing for The Conversation, says that at the age of about four, children reach important milestones in brain development.

One of these is a huge improvement in understanding others’ thoughts and feelings. This is the start of empathy. Another is in spatial thinking—understanding how objects are positioned and related. This is the beginning of the ability to read maps.

Martin and his colleague, Catherine Sayer, conducted a study with 175 two to five-year-olds to explore how children are able to use scale models to figure out where something is in the real world. At about four, children are able to use a scale model of a room to work out where something is. We thought that this might result from children’s understanding of how one thing can represent something else. But we actually found that four-year-olds’ ability to use scale models came from their spatial abilities.

At the same age, children start to understand that someone’s behaviour is due to what that person believes, not necessarily what is really the case. This has interesting consequences.

If you’ve played hide-and-seek with young children, you may have noticed that they aren’t always very good at it. They love the ritual of looking in all the wrong places first, but beforehand they may tell you where they are going to hide, hide in the same place every time, or not be especially hidden.

After their fourth birthday, they get much better at hide and seek. They understand that the seeker looks in the wrong places because they don’t know where the hider is.

At about three to four children also start to tell lies. They realize they can make someone believe something that isn’t true.

Understanding symbols

Martin’s earlier research with fellow psychologist Josef Perner suggests that four-year-olds don’t just start to understand how others’ minds work. Figuring this out is part of the development of an understanding of “representation”—that symbols, like thoughts, words, or pictures, can be used to stand for something else.

Children start to think about how words relate to objects. This means, for instance, knowing that “animal” can refer to something you already have a name for, such as “rabbit”. This might help children learn the new word.

Their ability to use a understand the components of pictures also improves around this age. Very young children use a lot of trial and error to complete a jigsaw, picking up random pieces to see if they fit. By the time they are about four years old, they start to use the picture as a guide, trying to connect lines and match bits of colour, while checking the guide picture on the box lid.

Developmental experiments

Another ability children develop at around four is using scale models. A classic set of developmental experiments involved a model of a regular household room. The real room had typical furniture—sofa, table, cupboard and so on—and the model had miniature versions laid out in the same way.

Children were shown where something was hidden in the model and told to find an object hidden in “the same place” in the room. Children of around four can find the object using the identical layouts. If shown a sticker under a particular chair in the model room, for example, they can go straight to the “same” chair in the other room. This is the fundamental understanding required to read maps.

Adults see scale models and maps as representations. Maps represent a town or a country. A scale model of, say, the Eiffel Tower represents the real thing. At first, Martin suspected children’s ability to use scale models is more evidence of understanding representation at this age.

He was wrong. Instead, the researchers found that this ability is based on a development in children’s spatial abilities that also occurs at about four. This is the ability to think about spaces and where objects are within them. Spatial abilities help with maths skills, and good spatial ability is linked to an interest in science, technology, engineering and mathematics.

Their experiment was simple. They compared the model room task with a test of understanding how representation works. The two abilities develop around the same age, but they found they were not related. Children who could do one task couldn’t necessarily do the other.

They also had a test of purely spatial ability. Children who passed the model room task also passed the spatial task. So it looks like the model room task relied on children‘s spatial thinking.

They don’t yet know why two important but apparently unrelated abilities arise at the same time. Perhaps it’s related to changes in the growing brain at this interesting age.

Provided by The Conversation.

Image supplied by Freepik.