Home Email this page Print this page Bookmark this page Decrease font size Default font size Increase font size
Noise & Health  
 Next article
 Previous article
Table of Contents

Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
Citation Manager
Access Statistics
Reader Comments
Email Alert *
Add to My List *
 * Requires registration (Free)

 Article Access Statistics
    PDF Downloaded26    
    Comments [Add]    
    Cited by others 10    

Recommend this journal


Year : 2015  |  Volume : 17  |  Issue : 78  |  Page : 282--293

Effects of pedagogical ideology on the perceived loudness and noise levels in preschools

1 "Thad er malid", Voice Pathologist, Akureyri, Iceland
2 School of Social Sciences and Humanities, Tampere University, Tampere, Finland
3 School of Business and Science, University of Akureyri, Akureyri, Iceland
4 Department of Otorhinolaryngology, Turku University, Turku, Finland

Correspondence Address:
Valdis Jonsdottir
Thad er malid, Kaupangur, v/Myrarveg, 600 Akureyri
Login to access the Email id

Source of Support: None, Conflict of Interest: None

DOI: 10.4103/1463-1741.165044

Rights and Permissions

High activity noise levels that result in detrimental effects on speech communication have been measured in preschools. To find out if different pedagogical ideologies affect the perceived loudness and levels of noise, a questionnaire study inquiring about the experience of loudness and voice symptoms was carried out in Iceland in eight private preschools, called "Hjalli model", and in six public preschools. Noise levels were also measured in the preschools. Background variables (stress level, age, length of working career, education, smoking, and number of children per teacher) were also analyzed in order to determine how much they contributed toward voice symptoms and the experience of noisiness. Results indicate that pedagogical ideology is a significant factor for predicting noise and its consequences. Teachers in the preschool with tighter pedagogical control of discipline (the "Hjalli model") experienced lower activity noise loudness than teachers in the preschool with a more relaxed control of behavior (public preschool). Lower noise levels were also measured in the "Hjalli model" preschool and fewer "Hjalli model" teachers reported voice symptoms. Public preschool teachers experienced more stress than "Hjalli model" teachers and the stress level was, indeed, the background variable that best explained the voice symptoms and the teacher's perception of a noisy environment. Discipline, structure, and organization in the type of activity predicted the activity noise level better than the number of children in the group. Results indicate that pedagogical ideology is a significant factor for predicting self-reported noise and its consequences.


Print this article     Email this article