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Programme: accepted abstracts

Abstract ID: 1064

Part of Session 146: Language at school in urban European settings (Other abstracts in this session)

Early years education, language and social background

Authors: Mroz, Maria; Letts, Carolyn
Submitted by: Mroz, Maria (University of Newcastle, United Kingdom)

For a number of years there has been concern that children from more socially deprived areas of the UK come to formal schooling at age 5 with poor language skills. A large sample of 1266 children aged 2;00 to 7:06 years were tested for language comprehension and production as part of the standardisation of a redeveloped language test (NRDLS, Edwards, Letts & Sinka 2011). Data was available on years of maternal education and the indices of social deprivation for the child's school or nursery. Comparing children of mothers with minimum years of statutory education (i.e. leaving school a 16) with those whose mothers had further or higher education, there was a significant effect on performance, limited largely to children up to age 3;06 after which performance was similar across both groups. There was also a significant effect for postcode area of school/nursery for language production only, with a non-significant trend for the younger children to be most affected.

The findings will be discussed against a review of current practice and recent changes to the curriculum and assessment for children in Foundation Stage provision (aged 3-5). The potential impact of training in speaking and listening available to staff in such provision will be considered as will the possible influence of initiatives designed to improve the communication skills of children in the Foundation Stage.  The current situation with regard to training, curriculum and assessment of speaking and listening skills in the Foundation Stage will be discussed against the findings from the authors’  2001 research project ‘Children’s Speech and Language Development: an investigation of the knowledge, skills and understanding of early years professionals.’

Edwards, S., Letts, C. & Sinka, I. (2011) The New Reynell Developmental Language Scales (NRDLS). London: GL-Assessment

Mroz, M, Hall, E, Santer, J. and Letts C.( 2002) Children’s speech and language development: an investigation of the knowledge, skills and understanding of early years professionals. Report to the Nuffield Foundation. Newcastle upon Tyne: University of Newcastle upon Tyne.