Development and disadvantage: implications for the early years and beyond

Area of Science:

• Developmental Psychology
• Linguistics
• Education

Background:

• Literacy and economic development are historically linked, with recent UK government focus on literacy education.
• Spoken and written language development are interconnected, with strong oral language skills supporting literacy acquisition.
• Practitioners observe that many children, especially from disadvantaged backgrounds, enter early years education with insufficient spoken language skills.

Purpose of the Study:

• To investigate the extent of depressed spoken language skills in children raised in poverty.
• To compare these language skills with the general population and the children's own cognitive abilities.
• To inform government initiatives and the role of speech and language therapists in early years.

Main Methods:

• Administered CELF-PUK and BAS II tests to children in their first term of nursery school.
• Assessed spoken language skills and general cognitive abilities.
• Preliminary study design.

Main Results:

• Over half of the participating children were identified as language-delayed.
• Girls demonstrated significantly better receptive language abilities than boys.
• Children's spoken language skills were significantly lower when compared to their cognitive abilities.

Conclusions:

• Children from disadvantaged socioeconomic backgrounds exhibit significant spoken language delays.
• Early intervention and awareness initiatives for spoken language are crucial.
• The role of speech and language therapists in preschool settings requires consideration.