Babies as Listeners, Babies as Communicators
Communication is often defined through speech, language, and the ability to articulate thoughts in words. This project challenges that assumption by shifting attention to listening as a relational act that can include babies and non-verbal children as active participants. By reconsidering how communication is conceptualized, the research pushes back against speech-centered models that overlook the agency and communicative capacities of those who do not speak.
This research was presented at the Graduate Poster Exhibition during the 2025 SPARK! (Showcase of Projects, Art, Research, and Knowledge). Developed within the Ph.D. program in Childhood Studies, the project was completed by Elizabeth Anne Nelson. Her work explores how dialogical theories of listening expand the way Childhood Studies understands communication, voice, and agency in relationships with babies and non-verbal children.
Abstract: Listening to and with Babies
This poster presents an exploration of two theories of listening that help reconceptualize communication and listening with babies and non-verbal children. A focus on listening moves away from the speech-centric focus of communication and the emphasis on the spoken word in discussions of voice and agency in the field of Childhood Studies. Limiting conceptualizations of communication and voice are ableist, unjustly dismissing non-verbal children and babies.
Building upon the work of Lisbeth Lipari and Bronwyn Davies, I argue that babies can be invited in as capable listeners and communicators equal to older children and adults. To demonstrate this, I focus on two aspects of their theories: a decentering of individuated selves and a turn toward the unknown.
First, both authors’ dialogical and holistic theories of listening reject the idea of a bounded, individualized self. This conventional notion of the self belongs to a developmental framework that positions children as lesser beings who are not fully human until they acquire adult reasoning and abilities. Instead, Davies proposes the concept of the subject as intra-active becoming, a relational and multiple self capable of engaging in what she terms emergent listening.
Similarly, Lipari draws on the work of Martin Buber and Emmanuel Levinas to describe humans as relational intersubjectivities. Her concept of interlistening describes a third space between communicators in which meaning emerges through relational encounter rather than through coordination between separate individuals. Communication becomes a shared, dynamic space where each participant remains attentive to the continually changing relationship between them.
By framing listening as a relational activity occurring among fluid, intersubjective beings, these theories make space for babies to be recognized as active listeners and communicators. Both Davies and Lipari also emphasize the importance of turning toward the unknown. Emergent listening involves stepping beyond familiar assumptions and cultural norms, opening space for creative transformation.
Babies engage in this turning toward the unknown in distinctive ways. Beginning with sensory experiences in the womb and continuing through early life, infants continually encounter and interpret unfamiliar environments. Expanding definitions of awareness beyond adult-centered notions of self-reflection allows theories of emergent listening and interlistening to include babies as participants in relational communication.
Together, these perspectives offer a framework for recognizing babies not as passive observers but as active participants in communicative relationships.
Graduate Poster Exhibition at SPARK!
The Graduate Poster Exhibition celebrates the research and creative work of the graduate community, showcasing everything from prose and code to original research and artistic expression. As part of SPARK! (Showcase of Projects, Art, Research, and Knowledge), a reimagining of Research Week, the exhibition highlights the depth, range, and impact of graduate scholarship and invites the campus community to engage with ideas taking shape across disciplines.
Interdisciplinary Insights: Rutgers-Camden’s Childhood Studies Programs
Rutgers University–Camden offers interdisciplinary M.A. and Ph.D. programs in Childhood Studies, focusing on the multifaceted experiences of children across various contexts. The M.A. program equips students with the skills to conduct research, influence social policy, and work with diverse child populations, leading to careers in public policy, social services, and education. The Ph.D. program immerses students in comprehensive theoretical and methodological training, preparing them for scholarly research and roles in academia, policy-making, and organizations dedicated to children’s welfare.
Crafting Stories, Analyzing Media: Explore the MA in English and Media Studies
Dive into the dynamic world of the Master of Arts in English and Media Studies at Rutgers University–Camden, where literature, culture, and digital media converge. This interdisciplinary program equips students with the skills to critically analyze texts, media, and cultural narratives while fostering creativity and research expertise. With courses spanning literary traditions, media analysis, and a unique focus on diversity, including topics like race and gender, the program prepares graduates for impactful careers in academia, publishing, and beyond. Plus, the vibrant Rutgers–Camden Writers House offers an inspiring space for creative growth through workshops, readings, and events, making this program a hub for innovative thinkers and storytellers.
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