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Current context in society
It is recognised that currently in England, 1.9 million young children are not at the expected level of language development (LD) (Speech and Language UK, 2025) and this can have adverse effects which can last into adulthood (Law et al., 2010). The situation, at the time of writing, is such that Law and Levickis (2018) assert that the area of LD be considered a public health problem, recently exacerbated by the Covid-19 pandemic (ICan,2021).
Current issues in early childhood practice
At the same time as the above issues occurring within society, we also find ourselves in early childhood practice in a time where recruitment and retention is an area of concern. The Early Education and Childcare Coalition (2023) reported that 57% of early years staff and 38% of childminders were considering leaving the sector, thus causing gaps within the skilled and knowledgeable workforce. This obviously has an impact on the children and their speech and language development, as well as other areas of their overall development.
What supports children’s early speech, language and communication?
Our book, in chapter 6 when talking about working with parents, says the following about a language-rich environment:
When considering planning an enabling environment in the setting for supporting SLC, the phrase ‘a language-rich’ environment is often used but not always clearly articulated with specific practice examples. However, it is important to be mindful that this is not just about resources or room arrangements. Practitioners should reflect on the elements that can constitute ‘language-rich’. Primarily, children will talk more when they have something to talk about and someone who is really listening and, therefore, the practitioner themselves will be an essential element of the environment. Hayes and Rooney’s 2019 research has a focus on the quality of children’s everyday experiences in EY environments. This research suggests that adults who are attuned to children, not just to the provision of resources, have a positive impact on children’s early learning and communication experiences. This attunement is best supported by a genuine interest in the child’s home and family life.
(Kent and Sanders, 2025:81)
What is the role of a speech and language therapist?
Speech and language therapists (SLT) operate using a 3 tier approach to their interventions: Universal, targeted and specialist. This system has been in place since the 1990s (Law et al 2010), but is not always recognised or understood by families and practitioners. Universal staff training approaches provided by SLTs are suggested to empower EYPs in becoming language champions in their settings (McDonald and Kent,2020) but the access to training and SLT guidance is not consistent across all areas of the country. SLTs now operate this approach via working through others, most often health visitors, who now provide early intervention support for parents (DoH 2023). In our book we discuss how early years settings and educators can get the most out of the resources and relationships with their local SLT team.
How can parents be supported?
In early years practice there is a space where child-sensitive communication approaches in the home and good practice in settings can have an early impact on children’s skills in this area of development, preventing later delays and associated disadvantage. Strong and supportive relationships with families can successfully support this prime area of learning and development. Research (Sylva et al 2004) highlights the central importance of communication in the home learning environment (HLE) and in the podcast episode we begin to explore the ways in which relationships between settings and families can have a positive impact on the child’s developing language skills (Adams and Myran 2022). We unpick this further in our book.
Considerations for children with English as an additional language
Reflective practitioners will always consider ways that diverse family, community, cultural factors, and identity contexts may be used to embrace and move beyond the UK curriculum guidance to ensure the best outcomes for all children. There is a need to acknowledge the inextricable link between language and culture and to know how to acknowledge and promote this within an early childhood setting. Practitioners need to consider how to develop strong links with families when there is no common language (Hobson 2025). We address this more deeply in our book.
Key takeaways
- Speech, language, and communication difficulties are a public health concern and must be addressed through early intervention, high-quality practice, and cross-sector collaboration.
- High-quality interactions and language-rich environments are fundamental to supporting children’s communication skills. Educators play a critical role in providing attuned and meaningful interactions.
- Strong partnerships with parents and carers can enhance children’s language development, particularly when educators support communication practices in the home.
- Access to speech and language therapy (SLT) support is inconsistent, yet universal training for educators could empower them to become language champions in their settings.
- Cultural and linguistic diversity must be embraced within settings to ensure all children feel valued and are supported in their language development.
Critical considerations
- How do our current practices support language development for all children, including those with English as an additional language?
- What role do we as educators play in addressing speech, language, and communication as a public health issue?
- How do we engage with families to strengthen children’s home learning environments?
References and further reading
Adams, S.E. and Myran, S. 2022. Leader-parent relationships in the early childhood education context: an exploration of testimonial and epistemic justice. Improving Schools, 25(1), pp.65-82.
Department of Health (DoH). 2023. Healthy child programme schedule of interventions guide. London: HMSO. Available at: https://www.gov.uk/government/publications/healthy-child-programme-schedule-of-interventions [Accessed 20 January 2025].
Early Education and Childcare Coalition. 2023. Retention and return: delivering the expansion of early years entitlement in England. [Online] Available at: https://static1.squarespace.com/static/646ca30371a2ef6a657e9309/t/65482050ded6710668b8b62a/1699225681784/Retention+and+Return.pdf [Accessed 20 January 2025].
Fisher, J. 2016. Interacting or interfering? Improving interactions in the early years. Maidenhead: Open University Press.
Hobson, S. 2025. Communities with children with EAL: moving beyond the guidance in the EYFS. In: Kent, J. and Richardson, T. (eds) Communication and language in early childhood today. London: Learning Matters, pp.[insert page numbers if available].
ICAN. 2021. Speaking up for the Covid generation. [Online] Available at: https://speechandlanguage.org.uk/speaking-up-for-the-covid-generation-i-can-report.pdf [Accessed 20 January 2025].
Kent, J. and Sanders, L. 2025. Working together with parents. In: Kent, J. and Richardson, T. (eds) Communication and language in early childhood today. London: Learning Matters, pp.[insert page numbers if available].
Law, J. and Levickis, P. 2018. Early language development must be a public health priority. Journal of Health Visiting, 6(12), pp.586-589. Available at: https://doi.org/10.12968/johv.2018.6.12.586.
Law, J., Rush, R., Schoon, I. and Parsons, S. 2010. Modelling developmental language difficulties from school entry into adulthood. Journal of Speech, Language and Hearing Research, 52(1), pp.1401-1416. Available at: https://doi.org/10.1044/1092-4388.2009/08-0142.
Law, J., Lee, W., Roulstone, S., Wren, Y., Zeng, B. and Lindsay, G. 2010. ‘What works’: interventions for children and young people with speech, language and communication needs. London: Department for Education (DfE).
McDonald, S. and Kent, J. 2020. How ‘inner setting factors’ affect the implementation of early years communication strategies: evaluation of the Language Lead Approach. Early Years, 42(4-5), pp.496-511.
Richardson, T. 2023. What constitutes a high-quality environment for speech and language development? International Journal of Early Years Education. pp.1-17. Available at: http://dx.doi.org/10.1080/09669760.2023.2284185.
Speech and Language UK. 2025. The issue. [Online] Available at: https://speechandlanguage.org.uk/the-issue/ [Accessed 20 January 2025].
Sylva, K., et al. 2004. The Effective Provision of Pre-School Education (EPPE) Project: findings from pre-school to end of Key Stage 1. Nottingham: Department for Education and Skills (DfES).
The development of spoken language underpins all seven areas of learning and development in the EYFS. This book supports those studying the Early Years and Early Childhood to explore the wide range of issues and factors that impact on children’s communication and language development. In all chapters, students are supported to consider real life issues. A diverse range of case studies for learning highlight good practice and key challenges. Throughout, a practice-based focus supports EY students to link key theory with practice in settings.
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