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Not Yet Identified: the knowledge, skills, and training needs of early years professionals in relation to children's speech and language development

Lookup NU author(s): Dr Maria MrozORCiD, Dr Elaine Hall

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Abstract

This article draws on a research project, funded by the Nuffield Foundation, looking at early years professionals' knowledge about speech and language development and their confidence and skills in assessing normal and delayed language development. Key findings, based on 829 questionnaires and 50 interviews, reveal very limited training in speech and language difficulties as part of initial training and low levels of post-qualification training in children's speech and language. Practitioners are aware of the need for early identification of children's communication difficulties but lack the tools with which to perform this identification. In order to provide a context for these results, a content analysis of the curricula from a variety of initial training routes explored the extent to which there was a focus explicitly on assessment and identification of children with speech and language difficulties. The role of professional journals and key texts in supporting practitioners in making judgements about children's language development was also investigated. The access to, and provision of, post-qualification training to support the assessment process is identified as a key area for development.

Publication metadata

Author(s): Mroz M, Hall E

Publication type: Article

Publication status: Published

Journal: Early Years An International Journal of Research and Development

Year: 2003

Volume: 23

Issue: 2

Pages: 117-130

ISSN (print): 0957-5146

ISSN (electronic): 1472-4421

Publisher: Routledge

URL: http://dx.doi.org/10.1080/09575140303109

DOI: 10.1080/09575140303109

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