Policy-to-Practice Context to the Delays and Difficulties in the Acquisition of Speech, Language and Communication in the Early Years

Autor/inn/en	Blackburn, Carolyn; Aubrey, Carol
Titel	Policy-to-Practice Context to the Delays and Difficulties in the Acquisition of Speech, Language and Communication in the Early Years
Quelle	In: International Journal of Early Years Education, 24 (2016) 4, S.414-434 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2016.1244046
Schlagwörter	Language Acquisition; Early Intervention; Interviews; Speech Communication; Mixed Methods Research; Foreign Countries; Case Studies; Surveys; Observation; Young Children; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Interviewing; Interviewtechnik; Ausland; Case study; Fallstudie; Case Study; Survey; Umfrage; Befragung; Beobachtung; Frühe Kindheit
Abstract	The aim was to investigate the policy-to-practice context of delays and difficulties in the acquisition of speech, language and communication (SLC) in children from birth to five in one local authority within the context of Bronfenbrenner's bio-ecological model. Methods included a survey of early years practitioners (64 responses), interviews with 11 early years practitioners and observations of 9 children in the context of their early years settings. Policy texts revealed a growing consensus on the importance of early learning and development, the centrality of language and early intervention. Practitioner survey and interview findings indicated confident practice in relation to early identification, assessment and support, despite minimal initial professional training in SLC and virtually none for children with English as an additional language. Greater use of specialist assessment tools and alternative communication systems was made in specialist than mainstream settings. Observation showed considerable variation in the organisation of staff, groups, activities and interactional patterns with more targeted, short and intensive adult-led activity in special settings that led to less child-initiated interactions and private "self-talk", characteristic of large-group free play of mainstream settings. Challenges and opportunities of generalist and specialist provision are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01