Communicative literacy with a focus on vocal lateralization, are key concepts developed in this paper. The voice of preschool teachers is a pivotal and multidimensional tool of pedagogical practice, especially in preschool education. In everyday school life, the voice functions not only as a means of conveying instructions, but also as a mechanism for organizing teaching, supporting children's participation in teaching activities, and shaping the emotional climate in the classroom. In fact, the voice is a complex result of properties as it is structured by intentions, emotions and relationships that are expressed through its core characteristics, such as tone, intensity, rhythm, and pauses (Ntouka, 2021). 

The voice creates a framework of security, expectations and boundaries in interaction. Ininternational literature, tone of voice is highlighted as a critical factor in the influence of teachers on students, with measurable effects on perceptions, their willingness to cooperate and the quality of their well-being when the voice becomes more "pressing or controlling" or "supportive or warm," etc. (Paulmann & Weinstein, 2022).

Although the voice is often studied as an issue of vocal health and occupational risk, its pedagogical dimension remains, paradoxically, relatively underestimated, especially in preschool age. The preschool teacher's voice is a basic teaching "tool" and an important means of communication in the preschool environment (Ntouka, 2022; Ntouka, 2023). 

Furthermore, the literature on teacher training shows that there is a lack of teaching and systematic training in the field of "phonetic pedagogy," especially during their basic training, even though theoretical approaches are increasingly focusing on the need to strengthen their phonetic awareness. With appropriate training in this specific field of knowledge, preschool teachers could improve their voice production in order to contribute positively to the creation of a more attractive and supportive learning environment in their classroom during teaching or, more broadly, in all their pedagogical interactions that take place inside or outside the classroom (Kovacic, 2005; Nusseck et al., 2021; Paulmann & Weinstein, 2025).

Previous studies highlight the significant and decisive influence of preschool teachers' voices on children's participation and response during storytelling, both in physical and digital contexts (Stamatis & Ntouka, 2019; Stamatis & Ntouka, 2021). Furthermore, the acoustic environment of the classroom is linked to children's active participation and communication, which reinforces the importance of studying the voice in authentic conditions, i.e., within the natural environment of teaching and learning, in the classroom or other space where any teaching activity takes place (Stamatis & Ntouka, 2020).

Within the framework of this theoretical approach, as outlined very briefly in this text, the purpose of this research paper is to study the pedagogical significance of communicative literacy and, more specifically, the ways in which phonetic literacy could be an essential tool for the lesson planning of every kindergarten teacher. In other words, it focuses on the importance of the voice in the modern, democratic school and how it influences the teaching process, the climate of communication in the classroom, the formation of relationships, the development of interactions, etc. 

Furthermore, it aims to explore how and why preschool teachers use their voice in their daily practice, linking their stated perceptions with observed practices and the subtle dynamics of each pedagogical interaction. Therefore, indicative research questions addressed in this study are the following: (a) How do preschool teachers describe voice as a professional skill? (b) What vocal strategies appear in specific teaching processes (e.g., transitions, circle time, storytelling, conflict, etc.)? (c) How are voice characteristics related to group participation and regulation?

In this research approach, a qualitative case study using the triangulation method was chosen to enhance the reliability of the findings through the convergence of multiple sources (Denzin, 1978; Patton, 1999). Triangulation refers to a research technique that uses a combination of two or multiple data collection techniques to enhance the validity and reliability of the research. The results of each technique verify the results, compensating for any disadvantages or weaknesses of one of the data collection techniques (Liargovas, 2023). The sample consists of one preschool teacher. The research data was collected from the following three perspectives: 1. Semi-structured interview with a preschool teacher The researchers conducted a semi-structured interview consisting of ten questions. The aim was to capture the perceptions, strategies and experiences of the participating preschool teacher regarding the use of her voice as a teaching "tool" and as a practice that influences children's communication and participation in classroom activities. Within the same context, perceptions of the characteristics of her voice, her own perception about them and how she thinks more appropriate to use them in her teaching are also explored. 2. Observation The researchers conducted non-participatory observation of selected activities taking place in the classroom. Specifically, the morning routine (group time), the children's preparation for recess, the storytelling and the children’s preparation for departure after the end of the day's teaching activities were under researchers’ observation. The non-participatory observation was conducted using a coding sheet based on the functions of voice and the communicative context of the preschool classroom. 3. Video recording of activities The researchers videotaped the activities mentioned above. This ensured a detailed comparison of the interaction, the synchronization of voice, movements, and children's responses and the changes in voice characteristics between the preschool teacher's perceptions regarding the use of her voice and the way she ultimately uses it.

This study examines the preschool teachers’ voice as a fundamental pedagogical practice that organizes interpersonal communication in the classroom, regulates pedagogical interactions and shapes the emotional climate in the classroom. Furthermore, this study is based on the fact that the preschool teachers’ voice is not only a "tool" of their teaching and a fundamental component of the communicative framework that is formed in preschool education, but also relates to qualitative and quantitative characteristics of the voice, such as tone, prosody, intensity, pauses, etc., which are linked to the way preschoolers experience the communication process in the classroom, both with the preschool teacher and other preschoolers. Concurrently, this study incorporates research findings regarding the effect of voice during storytelling activities (Stamatis & Ntouka, 2019; Ntouka & Stamatis, 2021) and the role of classroom acoustics in children's active participation (Stamatis & Ntouka, 2020). The triangulation method (interview-observation-video recording) for collecting and processing research data allows for a better exploration of teachers' narratives during teaching, as well as the subtle interactive changes that are often overlooked in research when approached from a single perspective. In this context, the present study is expected to provide a clear background for understanding the functions of preschool teachers' voices and to contribute to strengthening research on the embodied and emotionally charged dimension of the preschool teaching and learning process. On a more practical level, the findings of this study, although limited, could be used in the training or basic education of preschool teachers. The results are relevant to the international debate on the need to promote phonological awareness among teachers with a view to its pedagogical use for the benefit of improving the quality of teaching process.

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