Nursery World - Learning & Development: Communication, language and literacy

In the national year of communication, research by Nursery World and the National Literacy Trust shows the early years sector to be highly motivated, but in need of more support.

Nursery World's recent research with the National Literacy Trust reveals that there is great awareness of language and literacy issues in the early years sector and widespread commitment to supporting them. However, the survey also shows that there are major concerns about the support available to practitioners, which could be exacerbated by potential cutbacks in the sector.

A COMMITtED SECTOR

Survey respondents reported that:

71 per cent review their support for communication, language and literacy more than twice a year

92 per cent feel confident in identifying children with speech and communication difficulties

an estimated 17 per cent of children in their setting have difficulties with speech and language

84 per cent feel confident in supporting the needs of those who are struggling.

The research revealed a strong awareness of the importance of support for language and communication. In her review of the Early Years Foundation Stage, Dame Clare Tickell confirmed that children's learning was strongly linked to the competence and skill level of the staff, so it is heartening to see that practitioners are, on the whole, very confident in identifying those with difficulties and knowing what steps to take to help them.

The findings also highlighted a widespread commitment to supporting children's language and literacy, with nearly all providers reviewing their support at least once a year, and most reviewing it more often.

Practitioners surveyed reviewed all aspects of language support in equal measure, including speaking and listening activities, story areas, books and other reading resources, mark-making and drawing.

A NEED FOR SUPPORT AND INFORMATION

Only 39 per cent feel completely confident that they have the tools they need to support parents.

31 per cent are not very confident at supporting children with EAL.

50 per cent were involved with Every Child a Talker (ECaT) and 85 per cent of these feel it had a positive impact.

65 per cent of childminders and 58 per cent of practitioners in group settings said they turned to the National Literacy Trust for advice.

Practitioners' understanding of the skills and resources needed to support the communication and literacy of children under five has almost certainly increased over recent years.

This is due in part to the training and advice provided to support the implementation of the Early Years Foundation Stage and Every Child a Talker. Of the practitioners surveyed, the majority of those who were fortunate enough to be involved with ECaT said it had had a positive impact in their setting.

When seeking advice, the majority of those surveyed said they turn first to speech and language therapists, followed by early years consultants and special educational needs co-ordinators. More than 60 per cent turned to the National Literacy Trust.

Less than half of those working in group settings said they would turn to their local children's centre or library, although more than half of childminders surveyed were likely to do so.

Amanda Halden, early years senior officer at the National Literacy Trust, says, 'Cutbacks may mean many areas seeing a reduction in early years consultants, SENCOs and speech and language therapists. This may mean an increasing focus on children with high levels of need, rather than the provision of general advice to settings.'

PRACTIONERS NEED MORE HELP TO ENGAGE PARENTS

100 per cent of those in group settings think encouraging parents to talk and read with children is important.

62 per cent talk to parents about language and communication at least once a month.

Only 3 per cent never discuss these with parents.

37 per cent say they only have the knowledge, skills and confidence to help families support literacy to some extent.

60 per cent lack the tools they need to support families.

69 per cent report parents with literacy difficulties, but 28 per cent of these don't know where to signpost them for help.

The findings confirmed that virtually all practitioners recognise the importance of encouraging parents and carers to talk and read to their children.

Nearly all respondents talked to parents about how they could support their children's language and literacy development, with only 3 per cent admitting to never doing so.

However, a significant number of practitioners felt they need more knowledge, skills and confidence to encourage families to support literacy in the home, and more than half said they lack the necessary tools to do so. In fact, 7 per cent did not feel that they have the tools they need 'at all'.

Seven out of ten participants in the research said they had parents with literacy difficulties, but over a quarter of these wouldn't know where to signpost them for support.

Jonathan Douglas, director of the National Literacy Trust, says, 'Dame Clare Tickell's review envisions a refreshed Early Years Foundation Stage, which is not only accessible to parents but positions them as partners with practitioners in their children's learning. This strongly reflects our research and the practice we promote. In the long term, the key factor that will interrupt intergenerational patterns of low literacy and address the strong relationship between disadvantage and low literacy will be an approach that engages families and increases parental support.'

THE FUTURE

Nearly 88 per cent of those surveyed are aware of the EYFS review.

75 per cent of these are happy with the proposed focus on the prime areas of learning and development.

Practitioners said the support for the new EYFS they would most value would be downloadable resources (90 per cent), practical tips (89 per cent) and examples of good practice (88 per cent).

73 per cent would like further resources to support ECaT.

70 per cent would be interested in working with partners to develop a local literacy strategy.

At a time when the sector is facing great uncertainty and imminent changes, it is interesting to see that the research shows both a high level of awareness of the EYFS Review and a broad agreement with its focus.

With seven out of ten practitioners saying they would be interested in working with partners to develop a local literacy strategy, there is also general consensus on Dame Clare's statement on the importance of an integrated support network across services.

Jonathan Douglas says, 'This focus on support across services mirrors our experience. We have spent the past two years working with 21 local authorities to raise literacy levels by supporting the home learning environment. The approach has worked best where partnerships between local services are developed to meet families' needs - in effect, a local integrated infrastructure of support.'

The new EYFS is to be implemented in autumn 2012, but there are many other changes afoot that could have an impact on how communication and language is supported.

These include levels of local and national funding, changes to Ofsted inspections and cuts in funding for foundation degrees. The current climate means that practitioners will not have the level of support and access to training they've had in recent years.

Amanda Halden says, 'The research shows practitioners are highly committed to supporting children's communication, but they do need adequate resources and tools to do this effectively.'

ABOUT THE RESEARCH

In May, to celebrate Hello, the national year of communication, Nursery World teamed up with the National Literacy Trust to conduct research into the sector's support for children's communication, language and literacy development. More than 220 practitioners from a variety of settings all over the UK and some from overseas took part.

You can read the full findings at www.literacytrust.org.uk/earlyyearsresearch

FURTHER INFORMATION

THE NATIONAL LITERACY TRUST

The National Literacy Trust is an independent charity providing professionals with practical resources, conferences and information including a free monthly e-newsletter.

Resources include materials to give parents, a presentation to use as part of a parents' evening, an individual child-profiling tool, and an audit tool to create a set of tailored guidance for your setting.

www.literacytrust.org/early_years

Talk To Your Baby Conference - 4 November 2011

Dame ClareTickell will be the keynote speaker at the TTYB conference where she will talk about transforming outcomes for children by improving practice in the early years. 'Foundations for Life: shaping babies' futures in an evolving landscape' will include Viv Bennett, Deputy Chief Nursing Officer, DoH, and Jean Gross, Communication Champion.

http://www.literacytrust.org.uk/events/

Local Areas Conference - 11 October 2011

'Breaking the Cycle: Aspirations, literacy and the home' will feature Frank Field MP, who will review Government progress on child poverty and social mobility. Other presentations will highlight local examples, including Wiltshire's work with housing associations and Rochdale's success with community volunteers.

http://www.literacytrust.org.uk/events/

Family Literacy Resource

The Family Literacy Activity Wheel can be given to parents to help them to support literacy in the home. The wheel costs £45 for a set of 32 and includes a guidance leaflet for practitioners.