Theory and research in practice: an opportunity group for young children with developmental difficulties

Recent research demonstrates, if demonstration be needed, the close relationship between social, emotional and cognitive development and the development of speech and language during the early years of life. This suggests the need for careful consideration of children's social and emotional experiences as part of any process of diagnosis/treatment/education offered to children whose development gives cause for concern particularly when there is no major physical disability to explain the difficulties. The paper describes eight 3-4-year-old children with delayed development, disordered behaviour and difficulties in speech and language who were helped by a method based primarily on understanding and meeting their social developmental needs. Parents were involved, and their own social contact with their children encouraged as part of the programme of help. About 9 months later, only two of the children were regarded as having special educational needs, with the rest making good progress in mainstream nursery or reception classes in local schools.