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.

Surgical and percutaneous pulmonary valve replacement in England over the past two decades

Heart ◽  
2019 ◽  
pp. heartjnl-2018-314102 ◽  
Author(s):  
Signe H Larsen ◽  
Konstantinos Dimopoulos ◽  
Michael A Gatzoulis ◽  
Anselm Uebing ◽  
Darryl F Shore ◽  
...  
Keyword(s):  
Risk Factors ◽  
Valve Replacement ◽  
Survival Data ◽  
Pulmonary Valve ◽  
Temporal Trends ◽  
Pulmonary Valve Replacement ◽  
Early Years ◽  
Annual Number ◽  
The Uk

ObjectivePulmonary valve replacement (PVR) is often required in patients with congenital heart disease. We aimed to describe temporal trends in PVR in a nationwide English cohort between 1997 and 2014, survival and the need for re-PVR.MethodsPatients were identified in the Hospital Episode Statistics Database. Survival data were retrieved from the UK Office for National Statistics.ResultsA total of 2733 patients underwent PVR (2845 procedures) over the study period. Median age at first procedure increased from 20.1 years in 1997–2005 to 24.7 years in 2006–2014. The annual number of PVRs increased from 23 in 1997 to 251 in 2014. Homografts were the most common choice in the early years, but the use of xenografts increased after 2005. During a median follow-up of 5.8 years, 176 patients died and 108 required redo PVR. Early (30 day) survival was 98% for all PVRs and was similar for all types of prostheses but longer-term mortality dropped to 92% at 10 years and 90% at 15 years. Age >16 years and percutaneous PVR were risk factors for death. The cumulative incidence for re-PVR at 10 years was 8% for all PVRs and 11% at 15 years. Risk factors for re-PVR were complex diagnosis, male gender and black ethnicity.ConclusionThere was a significant increase in the number of PVRs performed in England over the last two decades and a significant change in the type of prosthesis employed. While early mortality was low across the board, longer-term mortality was not negligible in this young population.

Four-Year Follow-up of Locomotor and Language Development in 34 Twin Pairs

1991 ◽  
Vol 40 (1) ◽  
pp. 21-27 ◽  
Author(s):  
B. Alin Åkerman ◽  
P.A. Thomassen
Keyword(s):  
Birth Weight ◽  
Language Development ◽  
Neonatal Period ◽  
Social Background ◽  
Mental Development ◽  
Development Quotient

AbstractA group of 34 twin pairs was studied at four years of age. Characteristics of the group were a homogeneous social background, good parental interrelationship and conscientious care during pregnancy, delivery and the neonatal period. All the children were tested with the Griffiths' Mental Development Scales. The girls generally showed a higher development quotient than the boys. Birth weight seemed to be the most important factor; at 4 years of age, the twins with a birth weight of less than 2500 grams had a significantly lower locomotor quotient. The langage quotient showed a similar trend. This difference was, however, not significant. No significant differences in either locomotor or language development could be observed between MZ and DZ twins.

Father Involvement In the Early Years

2015 ◽  
Keyword(s):  
Young Children ◽  
Father Involvement ◽  
Cultural Context ◽  
Well Being ◽  
Early Years ◽  
Family Policies ◽  
Policy And Practice ◽  
The Usa ◽  
The Uk ◽  
Cross National

Fatherhood is in transition and being challenged by often contradictory forces: societal mandates to be both an active father and provider, prevailing gender cultures, and the institutional arrangements in which fathers work and live. This book explores these dynamics in the context of cross-national policies and daily child care practices of fathers. It presents the current state of knowledge on father involvement with young children in six countries with unique policies related to parenting in general and support for fathers in particular: Finland, Germany, Italy, Slovenia, the UK, and the USA. These countries have different welfare state regimes, gender regimes, cultures of care and work-family reconciliation policies. This book examines these nations’ fatherhood rights and obligations, fathering practices, and father well-being. Specifically, current research is presented about the nature and extent of fathers’ activities with their young children (birth to entry into elementary school) in the context of demanding workplaces, degree of support via available family policies, and a culture demanding more father involvement. The chapters reflect the extent to which policy and practice are congruent with ideals of the active father who is both provider and nurturer of children in the unique cultural context of a country. The book concludes with a cross-national comparison, a conceptual model of fatherhood regimes, promising fatherhood initiatives, and recommendations for researchers and policy–makers.

Extremism, Values, and Education in Policy and Practice

2021 ◽  
Author(s):  
Lynn Revell ◽  
Sally Elton-Chalcraft
Keyword(s):  
21St Century ◽  
City Council ◽  
Early Years ◽  
Annual Conference ◽  
Policy And Practice ◽  
National Union ◽  
Early 21St Century ◽  
Violent Extremism ◽  
The Uk ◽  
The Early 21St Century

The relationship between extremism and schools is a seemingly contradictory one. The UK Prevent Duty’s aim (to prevent and also root out extremism in schools) is often, ironically, blamed for aiding the radicalization process, but it is also identified by states and international bodies as a primary tool with which to combat it. In the early 21st century there has been a development of policies and law designed to prevent violent extremism (PVE) as a part of an international response to 9/11 in 2001 and the war on terror. Policy approaches to extremism in education were revised and reworked in the first and second decades of the 21st century in response to various events, including the 2005 London and 2017 Manchester bombings, and the increasing fear that education system had allowed homegrown terrorists raised in England to commit terrorist acts. The promotion of fundamental British values in school and teacher education contexts has been met with varied responses. Since the inception of this strategy, it has been criticized from a number of perspectives. The National Union of Teachers passed a motion at its annual conference in 2016 condemning the idea of promoting “fundamental British values” as an act of cultural supremacism and other researchers have noted that conceptually the strategy is flawed and counterproductive. In 2014 a document that was to become known as the Trojan Horse letter was leaked to Birmingham City Council, which outlined an alleged plot by hardline jihadists to take over a number of Birmingham schools. The outcome of the affair had ramifications beyond that initial cluster of schools and impacted on the way all schools engaged with the counterterrorism agenda. The furor surrounding the event acted as a catalyst for the generation of policy that introduced an even greater meshing between education and the security agenda, resulting in the concepts of Muslims being seen as a “suspect community” and teachers being positioned as “agents of surveillance.” Research has also investigated the extent to which there has been a “chilling effect” in educational settings in the early 21st century as a result of the Prevent policy, with both teachers and learners feeling under scrutiny, and cautious about speaking freely in their educational environment. Many researchers consider that teachers face a dilemma—to deliver governmental policy uncritically (the safe option to ensure compliance and positive outcomes in terms of Ofsted, the Office for Standards in Education, Children’s Services and Skills); or to challenge a perceived governmental stranglehold and take the more risky option, whereby teachers critically explore effective ways of promoting British values. Some scholars in the second decade of the 21st century have argued that teachers have subsumed counterterrorism policy into their own safeguarding practice. Extremism, values, and education is an emerging field in educational research, that is uncovering (among other things) the extent to which educational professionals from Early Years to university level challenge the prejudicial implications of the Prevent Duty legislation, are providing open spaces for critical and informed debate, and are adhering to policy to prevent violent extremism.

New Car, Same Principles: Using Language Development Theories to Drive the Design of Supportive Augmentative and Alternative Communication System Interfaces

2017 ◽  
Vol 2 (12) ◽  
pp. 40-54
Author(s):  
Jamie B. Boster ◽  
Joann P. Benigno ◽  
John W. McCarthy
Keyword(s):  
Language Development ◽  
Augmentative And Alternative Communication ◽  
Developmental Theory ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Communication Devices ◽  
Development Of Language ◽  
Communication Needs ◽  
System Interfaces ◽  
Language Content

Innovations in technology have resulted in increased use of tablets, mobile devices, and applications as augmentative and alternative communication (AAC) systems for children with complex communication needs (CCN). Although research has been conducted on the specific characteristics of AAC technologies, many interfaces remain replications of prior communication devices with little consideration of the features of newer platforms. A greater concern is that these interfaces may not be based on empirical evidence or derived from key developmental language theories. As such, these interfaces may place additional demands on children with CCN instead of supporting their development of language content, form, and use. The purpose of this paper is to discuss potential interface supports for AAC systems that capitalize on current technologies and draw upon key tenets of developmental theory.

Childhood Intelligence Predicts Adult Trait Openness

2016 ◽  
Vol 37 (2) ◽  
pp. 105-111 ◽  
Author(s):  
Adrian Furnham ◽  
Helen Cheng
Keyword(s):  
Structural Equation Modeling ◽  
Structural Equation ◽  
Social Background ◽  
Study Data ◽  
Equation Modeling ◽  
Direct Effects ◽  
Data Set ◽  
National Child Development Study ◽  
Nationally Representative ◽  
The Uk

Abstract. This study used a longitudinal data set of 5,672 adults followed for 50 years to determine the factors that influence adult trait Openness-to-Experience. In a large, nationally representative sample in the UK (the National Child Development Study), data were collected at birth, in childhood (age 11), adolescence (age 16), and adulthood (ages 33, 42, and 50) to examine the effects of family social background, childhood intelligence, school motivation during adolescence, education, and occupation on the personality trait Openness assessed at age 50 years. Structural equation modeling showed that parental social status, childhood intelligence, school motivation, education, and occupation all had modest, but direct, effects on trait Openness, among which childhood intelligence was the strongest predictor. Gender was not significantly associated with trait Openness. Limitations and implications of the study are discussed.

The changing landscape of OSH regulation in the UK: Achieving the right balance in policy and practice

2013 ◽  
Author(s):  
David Hollis ◽  
Stavroula Leka ◽  
Aditya Jain ◽  
Nicholas Andreou
Keyword(s):  
Policy And Practice ◽  
The Uk ◽  
The Right
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