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Early Language Delays in the Uk Early Language Delays in the Uk

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Early Language Delays in the Uk Early Language Delays in the Uk EARLY LANGUAGE DELAYS IN THE UK EARLY LANGUAGE DELAYS IN THE UK Save the Children works in more than 120 countries. We save children’s lives. We fight for their rights. We help them fulfil their potential. Authors James Law,1 Liz Todd, Jill Clark, Maria Mroz, Julie Carr Published by Save the Children 1 St John’s Lane London EC1M 4AR UK +44 (0)20 7012 6400 savethechildren.org.uk First published 2013 © The Save the Children Fund 2013 The Save the Children Fund is a charity registered in England and Wales (213890) and Scotland (SC039570). Registered Company No. 178159 This publication is copyright, but may be reproduced by any method without fee or prior permission for teaching purposes, but not for resale. For copying in any other circumstances, prior written permission must be obtained from the publisher, and a fee may be payable. Cover photo: Clare and her six-month-old son, Kai, at their home in Slough. (Photo: Anna Kari/Save the Children) Typeset by Grasshopper Design Company Printed by Page Bros Ltd. CONTENTS Foreword iv Glossary vi Executive summary viii 1 Background 1 2 Do children living in poverty in the UK suffer disproportionately from early language delay? 7 3 How does early years language delay affect school readiness and later life chances? 10 4 What policy changes could help to solve the problem of early years language delay? 12 5 What practice changes could help to solve the problem of early years language delay? 17 6 Next steps 24 Conclusions 25 Appendices 26 References 29 Endnotes 33 FOREWORD Between birth and the age of two years, The most significant studies were also not UK-based. babies and toddlers develop their A decision was therefore made to commission an communication skills. Not only do these skills external report which would provide up-to-date allow children to start speaking their first information on the prevalence of language delay in words and making simple sentences, they also the UK, and examine the strength of the relationship equip them with the ability to express feelings between a child’s family income and their ability to develop early language skills. After receiving a number and understand the world around them. Early of expressions of interest, our internal procurement language skills underpin subsequent reading process identified Professor James Law and colleagues and writing skills; therefore, children’s early from the School of Education, Communication and language development has a significant impact Language Sciences, Newcastle University as the best on future school performance. Without suited for carrying out this work. language and communication skills, children are unlikely to reach their full potential. The report highlights the significance of communication for fostering life chances in early childhood. It also Early language development is rooted in the demonstrates the key role that is played by everyone interactions children have with their parents, childcare in the child’s environment, showing that what providers and peers. These early social exchanges families do is far more significant for a child’s early both foster developing language skills and provide a development than who they are. The report makes vital foundation for children’s school readiness and recommendations for the need to scale up and roll out academic achievement. However, studies indicate interventions that have been shown to work and to that poverty can seriously hamper parents’ ability to test their value across whole populations and over an adequately respond to their child’s early language needs appropriate length of time. and provide a home learning environment which is best Save the Children UK has an opportunity to work suited to enhancing language and communication skills in this space and add real value by developing and in the early years. The aforementioned link between robustly evaluating an intervention which aims to children’s early language development and subsequent support low-income families to give their children school performance highlights the serious impact the best start in life through the development of which poverty is having on children’s ability to thrive in appropriate language and communication skills that childhood and later life. will set them up for school and ensure they have the In 2012 Save the Children’s UK Programme same chance of achieving their potential as their more Innovation Impact and Learning team recognised the well-off peers. need for further investigation into this important The decision to tackle this issue is timely, given area of childhood development and began to carry the growing recognition of the need to focus on out internal desk-based research. This scoping work early years (Frank Field’s Independent Review on revealed a significant need in terms of children living Poverty and Life Chances, which recommends in poverty lagging behind their peers in language skills, intervening early; Graham Allen’s Early Intervention including developing vocabularies at a slower rate, Foundation; the Department for Education’s Early having less phonemic awareness and lower reading Intervention Grant and free early education places for ability. However, much of the research was outdated disadvantaged children). and used small sample sizes. iv F Momentum is also building for a focus on children’s Save the Children will use this report as evidence O early language and communication skills. In 2008 for the need to develop a programme, based on REW the government published the Bercow Report into evidence and existing effective practice, which works O services for children with speech, language and to ensure that children living in poverty have an RD communication needs, and in 2012 Ofsted revised appropriate home learning environment, offering its framework for the Early Years Foundation them the opportunity to develop the language and Stage (EYFS). This placed strong emphasis on communication skills which will equip them to arrive communication and language as one of three prime at school ready to learn and achieve and break the areas considered to be crucial for igniting children’s cycle of poverty for good. curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. Communication and language is described in the Gemma Bull EYFS framework as “giving children opportunities to Head of Innovation, Impact and Learning experience a rich language environment, to develop their confidence and skills in expressing themselves Emily Rayner and to speak and listen in a range of situations”.2 Development Officer v GLOSSary Educational psychologist (EP) Language impairment Professional with responsibility for monitoring A term used to describe children with pronounced children’s progress in school and for developing and persistent language learning difficulties school achievement Language disorder Executive function A term used to suggest that a child’s language is An umbrella term for cognitive processes that developing differently from that of typically developing regulate other cognitive processes, eg, planning, children working memory, attention, etc NEET EYFS Government acronym for ‘Not in education, Early Years Foundation Stage – term used in England employment or training’ for the assessment of children at school entry Non-specific language impairment Expressive language Term used to describe language learning difficulties in Vocabulary, grammar and morphology (small changes conjunction with other developmental difficulties to words, ie, plural ‘s’) Pragmatics Environmental factors The way in which the context determines meaning All external influences on the child’s language development, ie, factors which are not genetic, Receptive language including the child’s experiences of language from Comprehension of spoken and/or written language parents, wider family and education Semantics Heritability Meaning as conveyed through language The extent to which a skill or characteristic is inherited from the child’s parents SIMD Scottish Index of Multiple Deprivation – scale of Index of Multiple Deprivation (IMD) deprivation used in Scotland A composite measure of relative socio-economic deprivation used in the UK SEIFA Socio-Economic Indexes for Areas – scale of Intelligence Quotient (IQ) deprivation used in Australia Tested indication of a child’s overall intelligence – often separated into verbal and non-verbal IQ SEN Special Educational Need Language delay Expressive and receptive language skills significantly SEND below expectations Special Educational Need and Disability vi GL Socio-economic Status (SES) SSLP O Generic term used to describe characteristics of Sure Start Local Programmes – interpretation of Sure ssary a child’s social environment – commonly refers to Start at local level parental employment or educational status Syntax Specific language impairment The meaningful combination of words to represent Term used to describe language learning difficulties complex ideas without any other developmental or learning difficulties TOTT Talk of the Town – an integrated community SLCN intervention designed to promote language Speech, Language and Communication Needs – development in schools generic term used in England to describe the full range of communication difficulties in children. TNS BMRB Language delay would fall within this category UK social research agency that “helps the government, private sector and third sector plan and care SLT for society” Speech and Language Therapist – professional with specific
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