Helping children in the Early Years to improve their communication: The impact of an eight-month programme of professional development
8 min read
Fliss James, Deputy Director, East London Research School, UK
Julian Grenier, Director, East London Research School, UK
Melissa Prendergast, Deputy Director, East London Research School, UK
As practitioners working with children throughout the COVID-19 pandemic, we are keenly aware of the legacy of difficulties from lockdowns. In keeping with the recently published findings of the Education Endowment Foundation (EEF, 2022), we have noted that children have been significantly disadvantaged by the COVID-19 pandemic. We have also seen that as children returned to Early Years settings, they settled back positively and recovered some lost learning (EEF, 2022). In keeping with the EEF’s findings, we have also noted the particular impact on young children at early stages of learning English as an additional language.
We work in Newham, East London, which is one of the most diverse local authorities in England, if not Europe. Seventy-two per cent of residents are from Black, Asian and
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