ERIC Number: EJ1449142
Record Type: Journal
Publication Date: 2024-Oct
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0265-6590
EISSN: EISSN-1477-0865
The Quality of Universal Language Supporting Provision in Maintained Nursery Classrooms in Economically Disadvantaged Areas of England: Identifying Strengths and Areas for Development
Keeley Dobinson; Sandra Mathers; Claire Forrest; Jenna Charlton; Julie Dockrell
Child Language Teaching and Therapy, v40 n3 p238-255 2024
Background: Oral language competence provides children with an essential foundation for academic achievement and emotional well-being, yet many children enter school with delayed language and those living in economically disadvantaged areas are at disproportionate risk of experiencing language difficulties. A tiered system, offering high-quality language teaching for all children in early years classrooms, is widely acknowledged as an appropriate means of supporting language learning need. An understanding of the current quality of language supporting practices in English early years settings is essential to inform teaching practice and professional development, but evidence is limited. Methods: This study employed the Communication Supporting Classroom Observation tool in 39 nursery classrooms in economically disadvantaged areas of England to identify strengths of practice and key areas for development. Results: Observations revealed well-equipped physical learning environments and responsive teaching practices, but few structured opportunities for language learning and development. Variation in quality was observed across the nursery session. Conclusions: Findings suggest a need for adaptive professional development programmes supporting the more consistent use of structured language learning opportunities, the enhanced use of interaction promoting strategies and the provision of more complex and contingent language models. Further investigation of language supporting practice at a fine-grained level is desirable.
Descriptors: Foreign Countries, Preschools, Economically Disadvantaged, Educational Quality, Preschool Education, Oral Language, Preschool Children, Delayed Speech, Language Acquisition, Educational Environment, Child Language, Language Skills, Skill Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A