Exploring Early Years educators' ownership of language and communication knowledge and skills: a review of key policy and initial reflections on<i>Every Child a Talker</i>and its implementation

McLeod, Naomi

doi:10.1080/03004271003776850

Cited by 6 publications

(6 citation statements)

References 18 publications

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“…The pedagogical approach of the training is critical to its effectiveness and SLTs need to tailor training to individual contexts and to ensure learners are given time to reflect on and assimilate their learning. McLeod (2011) suggests that time is crucial for continued professional ownership and implementation of these collaborative training programmes.…”

Section: External Factorsmentioning

confidence: 99%

“…This was closely followed by the Early Language Development Programme (ELDP) from 2011 to 2015. In her evaluation of the ECAT programme, McLeod (2011) suggests that this cascade model of training did not necessarily support EYEs to progress from the initial training and that the quality of the training itself was diluted by the cascade model.…”

Section: Introductionmentioning

confidence: 99%

“…Children’s Speech, Language and Communication (SLC) is a public health concern (Public Health England, 2016), and with high proportions of children in England starting school with SLC below expected levels (Law et al, 2017), training for early years (EY) staff around Speech, Language and Communication Needs (SLCN) is crucial (McLeod, 2011). There have been many early years programmes implemented at local and national levels aimed at supporting the SLCN of children through developing the knowledge and skills of staff in the sector.…”

Section: Introductionmentioning

confidence: 99%

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What are the experiences of speech and language therapists implementing a staff development approach in early years settings to enhance good communication practices?

Kent

McDonald

2020

Child Language Teaching and Therapy

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Interventions designed to improve communication environments and the quality of adult–child interactions in early years (EY) settings are an important part of facilitating children’s communication skills both for children with identified Speech, Language and Communication Needs (SLCN) and children without SLCN. One such intervention devised and delivered by speech and language therapists (SLTs) in Nottinghamshire is the Language Lead Approach (LLA), where SLTs deliver a formalized but flexible package of support and training to EY practitioners who go on to become Language Leads (LLs) for their setting. Nine SLTs delivering the LLA were interviewed to explore their perspectives on the implementation and impacts of the LLA. Interviews were analysed thematically. Three key themes were identified, the first of which related to factors internal to the setting and included aspects relating to the nature of initial and sustained engagement with an LL and the setting manager, time pressures and the impact of different setting organizational cultures. The second theme which emerged related to the individual qualities and characteristics of the LL, as SLTs noted that the response of LLs to the role varied considerably and was influenced by their confidence, experience and leadership capacity, as well as the degree of autonomy in the role. The final theme, external influences on implementation, reflected the SLTs own working practices and workload. Overall, SLTs felt the LLA was effective and could be implemented alongside their daily workload. SLTs reflected on their lack of training to implement such interventions, the challenges to sustaining the LLA at the setting and County level, and the challenges of evidencing effectiveness. This research has implications for those designing and evaluating training and mentoring approaches as well as for those SLTs who are seeking to develop the effectiveness of their consultative working with Early Years Educators (EYEs).

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Section: External Factorsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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What are the experiences of speech and language therapists implementing a staff development approach in early years settings to enhance good communication practices?

Kent

McDonald

2020

Child Language Teaching and Therapy

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“…Even though learning more than one language from a young age has been considered a cognitive and linguistic asset, substantial research has unveiled the pervasive invisibility of home language in early years services in England (Ang, 2010;Barron, 2009;Issa & Hatt, 2013;Read, 2012;Safford & Drury, 2012). There is a well-established recognition of oral language skills as the foundation of future literacy development (McLeod, 2011); however, young children's home-language repertoire has been consistently ignored (ibid). This substantial contradiction goes even further, as home languages have been constructed as "a problem" (Fernald & Weisleder, 2015;Safford & Drury, 2012) and language provision as "in crisis" (McLeod, 2011;Rojas-Bustos, 2018).…”

Section: Introductionmentioning

confidence: 99%

Action Research to Transform Early Language Practice: Exploring Representations of Plurilingualism in a Private Nursery

Rojas-Bustos¹,

Panniello²

2022

INT J EDUC METHODOL

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<p style="text-align: justify;">Through an exploration of language practices in an early years setting, this paper aims to examine discourses about transforming monolingual practice generated during an internally driven action research. Based on a small private nursery in an affluent part of London, this action research was conducted with the intention of reviewing internal practices that support young children who speak English as an additional language (EAL). Parents and practitioners took part in an initial questionnaire (n=21). This was followed by semi-structured interviews (n=3) and a focus group (n=5) with practitioners. The data was analysed considering some of the theoretical points proposed by Bourdieu and the discourse analysis tools suggested by van Leeuwen. Despite the recognition of potential barriers, encouraging positive dispositions towards language diversity were identified. The most significant feature of our examination was the value of local knowledge and the diverse language repertoires encountered in the setting. Our analysis evidence that action research can empower practitioners to challenge monolingual mindsets and to move towards an exploration of alternative (plurilingual) ideas, despite the monolingual ethos imposed by the curriculum and other external regulatory forces.</p>

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“…Awareness by the teacher educator (and teacher/student teacher) of issues of power and control can lead to more deliberate thinking about creating more democratic classrooms. At the heart of this process, critical reflection becomes crucial for 21st century student teachers as a means of enhancing practice (McLeod, 2011;Reed and Canning, 2010;Edwards et al, 2002). Our argument is the need to nurture and develop open-mindedness and a readiness to see as the necessary starting point for critical reflection.…”

Section: Why Reflective Practice?mentioning

confidence: 99%

Developing Reflective Practice

Murphy

McCullagh³

et al. 2014

Handbook for Teacher Educators

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Exploring Early Years educators' ownership of language and communication knowledge and skills: a review of key policy and initial reflections onEvery Child a Talkerand its implementation

Cited by 6 publications

References 18 publications

What are the experiences of speech and language therapists implementing a staff development approach in early years settings to enhance good communication practices?

What are the experiences of speech and language therapists implementing a staff development approach in early years settings to enhance good communication practices?

Action Research to Transform Early Language Practice: Exploring Representations of Plurilingualism in a Private Nursery

Developing Reflective Practice

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