Targeting the language gap in EYFS children
Written by: Amanda Quirke
7 min read
Teachers are acutely aware of the literacy, communication and language challenges that some of their children face when they first enter the classroom. The link between disadvantage and low levels of language and communication in particular is well-researched; there are significant gaps in vocabulary between children from the least disadvantaged and most disadvantaged backgrounds (Save the Children, 2015).
The communication challenge facing children in deprived areas across our part of the North West drove us to develop this project, which ran between February 2018 and April 2019 and focused on children aged three to five. Led by Warrington Teaching School Alliance (WTSA) – part of Warrington Primary Academy Trust (WPAT) – and funded through the Department for Education’s Strategic School Improvement Fund, our objective was to give EYFS practitioners in 56 schools across seven local authorities the skills, strategies and teaching and learning techniques to help them improve ch
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This article was published in September 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
Following lockdown, we have noticed an increased number of children presenting with speech and language delay or disorder. Working in an area of high socio-economic deprivation – it would be interesting to carry out EBP in our PLC