Every Child a Talker

1. Every Child a Talker Every Adult involved….

2. Every Child a Talker …. • In 2006 an I CAN Talk paper- ‘The Cost to the Nation of Children’s Poor Communication’ reviewed some current research and noted that • Up to 10% of all children have a long term persistent communication difficulty • Upwards of 50% of children on school entry have more transient difficulties and with the right support are likely to catch up( in Stoke on Trent a city wide survey of language skills at school entry showed this to be as high as 84% in some areas)

3. Rose Review March 06 …Far more attention needs to be given right from the start, to promoting speaking and listening skills to make sure that children build a good stock of words, learn to listen attentively and speak clearly and confidently.

4. Parents and Children • I CAN survey of over 400 parents of under fives found that more than half had received no information on how to support the development of their child’s communication during their first year. • Parents are children’s first and most enduring educators. When parents and practitioners work together in early years settings, the results have a positive impact on children’s development and learning

5. “ ..Babies recognise their parents’ voices from the start and prefer them to any other..” Sue Gerhardt: Why Love matters 2004 “Effective Communication and Language skills are fundamental to young peoples learning, developing social skills and fulfilling their potential..” Ed Balls Secretary of State, DCSF, Better Communication 2008

6. Impact of Early Linguistic Environments

7. Impact of Early Linguistic Environments

8. Research: Audio taped 4 year olds and found that of their free time:- • 17% was spent in meaningful conversation with the teacher • 18% was spent in meaningful conversation with peers • 59% was spent not talking at all

9. What does ECAT aim to do? • Raise children’s achievement in early language • Offer practitioners’ opportunity to further develop skills and knowledge • Increase parental understanding and involvement in children’s language development

10. What it will mean for children…. • High quality language experiences from birth onwards • For older children participation in regular planned speaking and listening activities which build on children’s interests are engaging and fun • Increased opportunity to access Specialist support through greater awareness of supporting “transient difficulties”

11. What will it mean for practitioners • Developing subject knowledge of early language • Improving interactions and communication behaviours • Undertaking regular monitoring of children’s language development • Supporting early identification and intervention • Engaging parents in children’s language development • Designing planning and implementing effective language activities

12. What will it mean for parents • Increased engagement in their child’s learning through a variety of strategies to be trialled over the 2 year programme • Opportunities to observe skilled practitioners e.g.: Rhyme time, story telling sessions • Increased contribution to monitoring their child’s progress e.g.: child’s use of words, size of vocabulary

13. Raising Achievement • Raise children’s achievement in early language so that, against a baseline of 2008/09 Early Years Foundation Stage Profile data, the proportion of children aged five achieving 6 or more scale points in Language for Communication and Thinking improves by 2010/2011.