Early Language Development: Needs, Provision and Intervention for Pre-School Children from Socio-Economically Disadvantaged Backgrounds.
A new review of the evidence on early language development, commissioned by the EEF in partnership with Public Health England has examined the most effective ways to support young children with delays in their early language development. Researchers looked at the existing evidence to find out which interventions have the greatest potential for boosting toddlers’ language skills and reducing inequalities in outcomes.
Findings: The researchers identified a series of intervention studies which have had positive results on developing language skills. They found one of the best ways to improve early language development for this group is through training for teachers in early years settings so that they can deliver cost-effective and evidence based interventions to those children who have fallen behind. In addition to high-quality early years provision, the researchers identify interactions with parents as key. They highlight at need to promote positive interaction between parents and their children before they get to nursery at 2-3 years.
The report also stresses the need for better monitoring of children’s progress at different stages of their development, to catch those children falling behind and to identify those who need targeted, specialist support.
This evidence review will inform guidance on early years literacy teaching, due to be published later this year.
For more information and to read the review, click on the link: Early Language Development Review