scholarly journals Policy-to-practice context to the delays and difficulties in the acquisition of speech, language and communication in the early years

2016 ◽  
Vol 24 (4) ◽  
pp. 414-434 ◽  
Author(s):  
Carolyn Blackburn ◽  
Carol Aubrey
Keyword(s):  
Early Years ◽  
Language And Communication

eye brings you another batch of the latest products and books on offer50 Fantastic Ideas for Nursery Gardens June O'Sullivan MBE, Clodagh Halse ISBN 9781472953032 £9.99 Publisher Featherstone/Bloomsbury Orders Tel: 01256 302699; www.bloomsbury.com/ukMovement: Your Child's First Language – How movement and music assists brain development in children aged 3-7 years Sally Goddard Blythe, music and songs by Michael Lazarev ISBN 9781907359996 £25.00. Paperback Publisher Hawthorn Press Orders Tel: 01453 757040 [email protected] www.hawthornpress.comEarly Years Teaching and Learning 3rd Edition Denise Reardon, Dilys Wilson, Dympna Reed ISBN 9781446294055 £23.99 Publisher SAGE Publications Orders Tel: 020 73248500; www.sagepublications.comWild Violet: She's No Shrinking Violet by Alex and Patrick Latimer [£6.99 from Pavilion; ISBN: 9781843623820]Caged by Duncan Annand [£8.99 from Tiny Owl; ISBN: 9781910328316]The King Who Banned the Dark by Emily Haworth-Booth [£6.99 from Pavilion; ISBN: 9781843653974]What does the crocodile say by Eva Montanari [£10.99 from Book Island; ISBN: 9781911496113]How to Make Friends with a Ghost by Rebecca Griffin [£6.99 from Andersen Press; ISBN: 9781783446803]50 Fantastic Ideas for Early Languag Development Mary Scanlan ISBN 9781472956019 £19.99. Paperback Publisher Featherstone/Bloomsbury Orders Tel: 01256 302699; www.bloomsbury.com/ukEnglish as an additional language (EAL) in practice: Supporting the language and communication skills of EAL learning in the early years Alice Bevan ISBN 9781909280991 £19.99 Paperback Publisher Practical Pre-School Books Orders 0800 137201 (UK only); +44 (0)1722 716997 practicalpreschoolbooks.comMy Child's Different: The lessons learned from one family's struggle to unlock their son's potential Elaine Halligan, with Melissa Hood ISBN 9781785833281 £12.99 Paperback Publisher Crown House Orders Tel: 01267 211345 [email protected] https://www.crownhouse.co.uk

2018 ◽  
Vol 20 (6) ◽  
pp. 46-48
Keyword(s):  
Brain Development ◽  
Communication Skills ◽  
Teaching And Learning ◽  
First Language ◽  
Lessons Learned ◽  
Early Years ◽  
Language And Communication ◽  
School Books

Language and literacy development in the early years

2019 ◽  
Vol 7 (6) ◽  
pp. 266-270
Author(s):  
David Hancock
Keyword(s):  
Primary School ◽  
Literacy Development ◽  
Early Years ◽  
Communication Delays ◽  
Language And Literacy ◽  
Education Strategy ◽  
Language And Communication ◽  
Language And Literacy Development ◽  
New Education

In 2018, the BBC announced a new education strategy to help address language and communication delays in children starting primary school. David Hancock investigates how the initiative and others across England are working to tackle the issue

Early years education, language and social background: A decade of changing policy and practice

2014 ◽  
Vol 2 (1) ◽  
pp. 79-100 ◽  
Author(s):  
Maria Mroz ◽  
Carolyn Letts
Keyword(s):  
Language Development ◽  
Economic Status ◽  
Social Background ◽  
Early Years ◽  
Formal Schooling ◽  
Policy And Practice ◽  
Language And Communication ◽  
Communication Needs ◽  
The Uk

AbstractIn recent years educationalists have been concerned that children from more socially deprived areas of the UK come to formal schooling at age five with poor language skills. In 2001 responses by early years professionals (responsible for children aged 0–5 years), to a questionnaire and follow-up interview, found that their general levels of training in language development were low. Since 2001 training has increased in the sector and there have been new initiatives around promoting language development in the early years. This paper aims to reflect on the educational context in the Early Years Foundation Stage (children aged 3–5) a decade ago; to consider how this context has changed; and, to discuss what potential impact the changes may have had on the training of Foundation Stage professionals in relation to children with speech, language and communication needs. It will draw on results from a large sample of children aged 2;0 to 7;6 years that were tested for language comprehension and production in 2010 as part of the standardisation of a redeveloped language test (New Reynell Developmental Language Scales (NRDLS): Edwards et al. 2011). There is some evidence from this study that the percentage of children from low socio-economic status (SES) backgrounds who have speech, language and communication needs (SLCN) or language delay may be decreasing.

Where progress begins

2020 ◽  
Vol 21 (12) ◽  
pp. 21-23
Author(s):  
Sian Marsh
Keyword(s):  
Teacher Training ◽  
Training Programme ◽  
Early Years ◽  
Initial Teacher Training ◽  
Language And Communication

Find out how practitioners who have undertaken the Early Years Initial Teacher Training programme have the skills and knowledge to maximise all children's progress in language and communication.

Tiny Happy People: New resources for the early years

2020 ◽  
Vol 8 (8) ◽  
pp. 326-330
Author(s):  
David Hancock
Keyword(s):  
Communication Skills ◽  
Early Years ◽  
Happy People ◽  
Language And Communication ◽  
Development Of Language

The launch of the BBC's Tiny Happy People initiative adds a wealth of resources in various formats to help parents support their children in the development of language and communication skills

eye brings you another batch of the latest products and books on offer50 Fantastic Ideas for Circle Time Judith Harries SBN 9781472952660 £9.99. Paperback Publisher Bloomsbury Orders Tel: 01256 302699; www.bloomsbury.com/ukEffective Leadership and Management in the EYFS Jenny Barber ISBN 9781909280915 £21.00. Paperback Publisher Practical Pre-School Books Orders Tel: 0800 137201 (UK only); +44 (0)1722 716997 practicalpreschoolbooks.com100 Ideas for Early Years Practitioners: Observation, Assessment and Planning Marianne Sargent ISBN 9781472945273 £14.99 Publisher Bloomsbury Orders Tel: 01256 302699; www.bloomsbury.com/ukCinderella of the Nile by Beverley Naidoo, illustrated by Marjan Vafaeian [£12.99 from Tiny Owl; ISBN: 97819103282930]Moth: An Evolution Story by Isabel Thomas and Daniel Egneus [£12.99 from Bloomsbury; ISBN: 9781408889756]Wee Granny's Magic Bag and the Pirates by Elizabeth McKay and Maria Bogade [£6.99 from Picture Kelpies; ISBN: 9781782504757]Not Just a Book by Jeanne Willis and Tony Ross [£11.99 from Andersen Press; ISBN: 9781783446025]If All the World Were by Joseph Coelho, illustrated by Allison Colpoys [£11.99 from Frances Lincoln Children's Books; ISBN: 9781786030597]Pirates Magnified: See history up close on this search-and-find adventure Harry Bloom ISBN 9781786030276 £14.99. Paperback Publisher Wide-Eyed Editions Orders www.quartoknows.com/Supporting Children with EAL in the Early Years: Developing language and communication skills using Expressive Arts and Design activities Judith Harries ISBN 9781909280915 £19.99 Paperback Publisher Practical Pre-School Books Orders Tel: 0800 137201 (UK only); +44 (0)1722 716997 practicalpreschoolbooks.comMy Encyclopedia of Very Important Animals: For little animal lovers who want to know everything Sophia Danielsson-Waters, Hélène Hilton, Violet Peto ISBN 9780241276358 £14.99 Paperback Publisher Dorling Kindesrley Orders www.dk.com

2018 ◽  
Vol 20 (3) ◽  
pp. 46-48
Keyword(s):  
Communication Skills ◽  
Expressive Arts ◽  
Early Years ◽  
Children's Books ◽  
Leadership And Management ◽  
Circle Time ◽  
The World ◽  
Language And Communication ◽  
Design Activities ◽  
School Books

scholarly journals The Sign 4 Little Talkers Intervention to Improve Listening, Understanding, Speaking, and Behavior in Hearing Preschool Children: Outcome Evaluation

10.2196/15348 ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. e15348
Author(s):  
Rosemary Davidson ◽  
Gurch Randhawa
Keyword(s):  
Preschool Children ◽  
Low Income ◽  
Significant Proportion ◽  
Later Life ◽  
Well Being ◽  
Outcome Evaluation ◽  
Early Years ◽  
School Factors ◽  
Language And Communication ◽  
And Behavior

Background Gaining age-appropriate proficiency in speech and language in the early years is crucial to later life chances; however, a significant proportion of children fail to meet the expected standards in these early years outcomes when they start school. Factors influencing the development of language and communication include low income, gender, and having English as an additional language (EAL). Objective This study aimed to determine whether the Sign 4 Little Talkers (S4LT) program improves key developmental outcomes in hearing preschool children. S4LT was developed to address gaps in the attainment of vocabulary and communication skills in preschool children, identified through routine monitoring of outcomes in early years. Signs were adapted and incorporated into storybooks to improve vocabulary, communication, and behavior in hearing children. Methods An evaluation of S4LT was conducted to measure key outcomes pre- and postintervention in 8 early years settings in Luton, United Kingdom. A total of 118 preschool children were tested in 4 early years outcomes domains—listening, speaking, understanding, and managing feelings and behavior—as well as Leuven well-being scales and the number of key words understood and spoken. Results Statistically significant results were found for all measures tested: words spoken (P<.001) and understood (P<.001), speaking (P<.001), managing feelings and behavior (P<.001), understanding (P<.001), listening and attention (P<.001), and well-being (P<.001). Approximately two-thirds of the children made expected or good progress, often progressing multiple steps in educational attainment after being assessed as developmentally behind at baseline. Conclusions The findings reported here suggest that S4LT may help children to catch up with their peers at a crucial stage in development and become school ready by improving their command of language and communication as well as learning social skills. Our analysis also highlights specific groups of children who are not responding as well as expected, namely boys with EAL, and who require additional, tailored support.

scholarly journals The Sign 4 Little Talkers Intervention to Improve Listening, Understanding, Speaking, and Behavior in Hearing Preschool Children: Outcome Evaluation (Preprint)

2019 ◽  
Author(s):  
Rosemary Davidson ◽  
Gurch Randhawa
Keyword(s):  
Preschool Children ◽  
Low Income ◽  
Significant Proportion ◽  
Later Life ◽  
Well Being ◽  
Outcome Evaluation ◽  
Early Years ◽  
School Factors ◽  
Language And Communication ◽  
And Behavior

BACKGROUND Gaining age-appropriate proficiency in speech and language in the early years is crucial to later life chances; however, a significant proportion of children fail to meet the expected standards in these early years outcomes when they start school. Factors influencing the development of language and communication include low income, gender, and having English as an additional language (EAL). OBJECTIVE This study aimed to determine whether the Sign 4 Little Talkers (S4LT) program improves key developmental outcomes in hearing preschool children. S4LT was developed to address gaps in the attainment of vocabulary and communication skills in preschool children, identified through routine monitoring of outcomes in early years. Signs were adapted and incorporated into storybooks to improve vocabulary, communication, and behavior in hearing children. METHODS An evaluation of S4LT was conducted to measure key outcomes pre- and postintervention in 8 early years settings in Luton, United Kingdom. A total of 118 preschool children were tested in 4 early years outcomes domains—listening, speaking, understanding, and managing feelings and behavior—as well as Leuven well-being scales and the number of key words understood and spoken. RESULTS Statistically significant results were found for all measures tested: words spoken (<i>P</i>&lt;.001) and understood (<i>P</i>&lt;.001), speaking (<i>P</i>&lt;.001), managing feelings and behavior (<i>P</i>&lt;.001), understanding (<i>P</i>&lt;.001), listening and attention (<i>P</i>&lt;.001), and well-being (<i>P</i>&lt;.001). Approximately two-thirds of the children made expected or good progress, often progressing multiple steps in educational attainment after being assessed as developmentally behind at baseline. CONCLUSIONS The findings reported here suggest that S4LT may help children to catch up with their peers at a crucial stage in development and become <i>school ready</i> by improving their command of language and communication as well as learning social skills. Our analysis also highlights specific groups of children who are not responding as well as expected, namely boys with EAL, and who require additional, tailored support.

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