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Lookup NU author(s): Dr Maria MrozORCiD
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This paper discusses the knowledge, skills and understandings of Foundation Stage teachers in relation to children's speech and language development. Results from a questionnaire to 294 teachers reveal limited initial and post qualification training. Teachers' knowledge of specific aspects of children's language revealed that key areas for training were centred on the identification of children who may have speech and language difficulties and speech sound development. The discussion centres on how changes to the curriculum in initial teacher training, in the consolidation of the revised Special Educational Needs Code of Practice and in the assessment requirements within the Foundation Stage may impact on teachers' knowledge of speech and language development and on their ability to identify children who have speech and language difficulties.
Author(s): Mroz M
Publication type: Article
Publication status: Published
Journal: International Journal of Early Years Education
ISSN (print): 0966-9760
ISSN (electronic): 1469-8463
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