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Toronto (September 22, 2008) – According to a new poll released by The Hanen
Centre, an international leader in early language development, 64 per cent of
Canadians fail to recognize the prevalence of speech and language delays in children.
This misguided perception results in children who are unprepared to enter school.
(Hanen, 22.09.08)
Read the full press release at: www.hanen.org/
The Mail on Sunday reported on research which shows that at just over a day old, babies have a strong sense of rhythm, and are also sensitive to pitch and melody.
It was suggested that if children are introduced to music at an early age, it could enhance these abilities and even help them learn to talk.
The research played music to over 100 boys and girls aged one or two days old and measured brain activity. It was found that a baby's brain would register changes in beat, tone and melody.
The research is part of a three year project coordinated by Dr Susan Denham, University of Plymouth. She was quoted and said: "People come into the world with brains that are wired-up to detect patterns. A lot of music reflects the rhythms and contents of speech. If you are listening to music you will also probably be more sensitive to speech rhythm."
(Maily on Sunday, 23.09.08)
Read the full article at www.mailonsunday.co.uk/health
The Telegraph reported on research which found that babies are able to use non verbal signals to communicate with adults much earlier than previously thought.
Sixty babies took part in the experiment and were able to point to the location of an object that the adult did not know. When the adult did know it's location the babies did not point. Previously it was considered that children could only communicate considering others' needs from the age of two or three.
The findings were published in the journal Cognition and provide the basis for the development of language and understanding social behaviour.
Professor Ulf Liszkowskia, from Max-Planck Institute was quoted in the article and said, "We had predicted that children don't learn language from scratch and that before language there must be a pre linguistic element and this research provides that evidence."
(Telegraph, 17.09.08)
Read the full article at www.telegraph.co.uk/news/
Read more about the research
Articles in USA Today, the Guardian and Cranberra Times all reported on statistics which suggest that there is another baby boom across several countries.
Read the full articles at:
www.usatoday.com/news/nation/
www.guardian.co.uk/lifeandstyle/
www.canberratimes.com.au/news/local/news/
The Guardian has reported on a study that found the benefits of reading to a child, playing with numbers and shapes, teaching them nursery rhymes and taking them to the library are detectable on top of the influence of their parents' wealth and level of education.
The study followed nearly 3000 children at over 800 primary schools from age 3 onwards. The team collected detailed information about the schools they attended, their socioeconomic background and their home environment. It is the largest study to look in such detail at the educational development of children in the general population.
The new analysis, which is published in Science, focused on achievement in maths tests at age 10.
Read the full article at www.guardian.co.uk/education
(Guardian, 29.08.08)
Nursery World reported that play in educational settings will be the topic of debate for MPs, policymakers and educators in the House of Commons on 12 November 2008.
TACTYC (Training, Advancement and Cooperation in Teaching Young Children), a group of researchers, trainers and practitioners have organised the debate, as they have concerns over the role of play in children's educational development.
TACTYC is chaired by Pat Broadhead, Professor of Playful Learning at Leeds Metropolitan University. Professor Broadhead was quoted and said, "We want to draw attention to the relatively small amount of research on play and learning in early years settings. We need to look at the relationship between play and learning and consider how we know what children are learning about when they play."
TACTYC will publish a report in November, based on findings and recommendations from research earlier in the year by TACTYC in conjunction with BERA (British Educational Research Association). The research looked at play and learning from birth to eight.
Read the full article at www.nurseryworld.co.uk/news
(Nursery World, 28.08.08)
An article in Nursery World highlighed the importance of 'finger foods' for a child's development. The need for children to move onto textured, chewable food as soon as possible was emphasised along with a relaxed environment where children are not rushed to eat.
Current Government advice is for babies to move onto solids at six months and early years consultant Maria Robinson highlighted the impact on speech and language development.
She was quoted in the article and said, "Research suggests that chewing helps the development of cheek and jaw muscles, which should support being able to articulate in speech - in the way that blowing bubbles seems to help language development, and babies do often like to blow bubbles with their food. Although there is some controversy about whether there is a close link between chewing and speech, it would seem logical that the two have some interconnecting principles."
It was also mentioned that research is currently looking at the links between self-feeding and impact on speech and language development.
Read the full article at www.nurseryworld.co.uk/news
(Nursery World, 28.08.08)
A report in the Telegraph featured research which claims that keeping babies in car seats for extended periods in the home could prevent them from developing basic skills such as balance and co-ordination.
This in turn leads to poor concentration in the classroom as children do not have fully developed reflexes.
The research tested the reading skills, non-verbal reasoning and short-term memory of 120 ten and eleven year olds. Some of the children did a 40 minute programme of simple exercises twice a week for 8 months after which the children were tested again. It was found that those who did the exercises performed significantly better.
Dr Alweena Zairi, who led the study, was quoted in the article and said, "Reflexes are integrated by normal childhood activities such as crawling, climbing, balancing and swinging.
But with our lifestyle, the advent of the car seat, the fear of allowing children on the floor for hygiene reasons, the lack of playing out on the streets and playground games means this activity is not happening as frequently as it did in the past."
Read the full article at www.telegraph.co.uk/travel
(Telegraph, 26.08.08)
Nursery World reported on independent research which shows that the Family Nurse Partnership (FNP) is improving parenting practices.
The FNP was rated on average as 8 out of 10 by families in terms of the contribution of support it provided for them. Parenting practices, health, behaviour, relationships and maternal well-being were areas highlighted as having improved according to nurses involved in the scheme. There was also a good level of engagement with fathers.
However, concerns were raised over the integration of of FNP into wider services such as local authorities and children's centres, where more guidance was needed.
(Nursery World, 17.07.08)
Read more about the FNP research
Research has shown that a baby's smile lights up the reward centres of the mother's brain, according to the results of a brain imaging study. When mothers see their own babies, the areas of the brain that were effected included those involved in thinking, emotion, movement and behaviour.
The findings could help researchers investigate further the mother-child relationship, criticical for child development and how sometimes it can go wrong.
Read the full article online at http://uk.reuters.com/article/scienceNews/idUKPIC45502420080714
(Reuters UK online, 14.07.08)
The Guardian reported on research which says that teaching children as young as three how to write and use punctuation has little effect on later literacy skills.
The unpublished government research states that encouraging children to talk and communicate improves success rather than teaching phonics and writing in simple sentences.
The research, by academics at the Institute of Education was released under a Freedom of Information Act by the Liberal Democrats. It also suggested that language, communication and thinking skills are strong predictors of a child's ability to read and write.
Read the article at http://education.guardian.co.uk/earlyyears/story/0,,2290734,00.html
(Guardian, 14.07.08)
A report in the Guardian highlighted the findings in the Bercow Report that there is an increase in the numbers of children unable to speak in full sentences when starting primary school.
(Guardian, 08.07.08)
Read the full article at education.guardian.co.uk/schools/story/0,,2289667,00.html
Other articles covering the Bercow Report include: www.timesonline.co.uk/tol/news/uk/education/article4295188.ece (Times)
http://education.guardian.co.uk/schools/story/0,,2289708,00.html (Guardian)
http://news.bbc.co.uk/1/hi/education/7493446.stm (BBC)
http://www.dailymail.co.uk/news/article-1033174/Children-speech-problems-descend-criminality.html (Daily Mail)
Read more about the Bercow Review
Communication skills are crucial for every child, to achieve at school, make friends and be successful in later life, according to the final report from the Bercow Review.
The review, looks at improving services for children and young people with speech, language and communication needs. Early intervention is highlighted as key to tackling problems which can have severe impacts later in life, such as being bullied and fewer job prospects.
Alongside recommendations to Government, Bercow also highlights the opportunities for children to develop communication skills such as family meals or outings. Key recommendations include better training for the workforce, improving information, support and advice for parents and raising the profile of speech, language and communication.
John Bercow, MP, said, "The ability to communicate is an essential life skill for all children and young people in the 21st century. It is at the core of all social interaction. With strong communication skills, children can engage and thrive. Without them children will struggle to learn, achieve, make friends and interact with the world around them."
The Government also announced a £40 million programme, Every Child a Talker, which aims to support those working with children to improve their speaking and listening skills and spot children with problems at an early age. Training and materials will be provided to support practitioners supporting children's early language development.
The review was welcomed by both the DCSF and DH with the 40 recommendations to be addressed in an implementation plan in the Autumn.
Read the press release at www.dcsf.gov.uk/pns/
(DCSF, 08.07.08)
Read more about the Bercow Review
The TES Cymru reported on a review which praises the foundation stage in Wales, but highlights that further funding is crucial to make it successful. The National Behaviour and Attendance Review report claims the play-led foundation phase, as well as family literacy programmes, could boost the communication skills of young children.
Nic Nash, a headteacher and member of the review's steering group was quoted as saying the foundation phase was good in developing young children's verbal and social skills. He said, "In terms of developing communication and interaction, it works because what you can't write, you can say, but you need the right adult ratio to support children."
However, the article highlighted that to successfully tackle literacy problems, a local approach at classroom level is needed under the guidance of a strong national framework which targets funding.
(TES Cymru, 23.05.08)
Nursery World reported on proposed universal training in Scotland for everyone working with children. This would lead to a new profession, the Scottish pedagogue.
The report featured in the article, Working it out: developing the children's sector workforce, calls for reform of the early years workforce and development of a graduate-level qualification. Such a qualification would include understanding children and their relationships to others. This would lead to a more similar model of pedagogy to europe which includes children's social and emotional wellbeing, as well as educational needs.
The qualification would provide a good opportunity for undervalued groups in the children's sector workforce, such as early years or youth groups.
Bronwen Cohen, Children in Scotland chief executive was quoted in the article and said, "If you're looking at workforce reform, a lot of different groups need more of a career structure. The Scottish pedagogue would help people move between jobs." She also said it would help upskill the early years workforce.
(Nursery World, 08.05.08)
The Guardian reported on research from Boston University, that children who are read to have a head start when they reach school. A bedtime story improves motor skills through page turning and also helps memory and emotional and social development.
The study also showed that children who are read to from an early eage have better language development. Reading aloud together was also highlighted as beneficial because it helps to bond parent and child and becomes a pleasurable activity, according to Professor Barry Zuckerman from Boston University.
Zuckerman was quoted in the article and said, "You can imagine if someone technologically came up with a widget that would stimulate all aspects of a two-year-old's development, everyone would want to buy it."
(Guardian, 13.05.08)
An article in Children and Young People Now highlighted the demand from young parents for information and sessions on how children play, learn and develop, so they can help their own children .
The charity, Community Links, published a report, which was put together by a group of parents. The guidance, What Young Parents Really Want: Innovative Ideas for Service Providers, said that parents want sessions run by playworkers. It also noted that young parents have specific needs, do not want to be judged and their social life was very important.
The article quoted Angie Jasper, from Community Links, who said, "While doing this project I could see the confidence building in the young parents. It gave them a chance to have a voice."
(Children and Young People Now, 7 - 13 May 2008)
A report in the Sunday Telegraph featured research on babies' ability to pick up languages later in life if they have heard foreign speech in the first nine months. Babies who hear only English cannot tell the difference between subtly different sounds in their own language.
The research, from Bristol University, found that the brain is programmed in infancy, setting up the ability to hear key sounds in the person's native language. The article also highlighted how this then enables the brain to understand speech, as it filters sounds which are not native, but that this in turn makes sounds in foreign languages harder to interpret.
Dr Nina Kazanina, from Bristol University was quoted in the article and said, "When a baby is born, it has the capacity to distinguish every type of speech sound. Even if the parents are English, the baby has the capacity to distinguish Greek and Chinese vowel sounds." Kazanina also highlighted that by 6 months, a baby can only recognise vowel sounds and by 9 months only consonant sounds, as the brain filters sounds to help understand the native language.
Research from the University of Washington was also highlighted in the article, which found that speaking different languages to babies can help them in later life. Babies who heard as little as one hour of chinese a week recognised chinese more easily when they were older.
(Sunday Telegraph, 15.05.08)
The BBC reported on a launch of measures in Nottingham to prevent children from drifting into crime. As well as measures for older children, early years projects were also featured, such as nursing help for teenage mothers.
The report highlighted an extended scheme where teenage mothers will have support from a dedicated nurse to help them interact with their child. Research quoted in the article and highlighted by the project stated that children in families on benefits will have heard only 11 million words by aged four, whilst children of professional parents will have heard 50 million. It was also reported that approximately 38,000 children in Nottingham are from families on benefits or low income.
Nottingham is part of 20 pilot areas as part of the government's Family Intervention Programme. The Labour MP for Nottingham North, Graham Allen was quoted in the article and said:
"Our target is to break the cycle, so that the kids who are born into some of the poorest and most vulnerable families today, have a realistic chance of getting the skills and qualifications they need to find a job and become active members of society."
(BBC, 28.04.08)
Research at the George Mason University in the US, says that young children should be encouraged to talk to themselves, as this helps them on motor tasks.
Both children with and without behaviour problems improved, with 78 per cent performing better with private speech than when silent. The study, 'Should I let them talk', also found that children with behavioural problems tend to talk more to themselves.
The research was undertaken by Adam Winsler, professor of psychology at the university, who said that private speech was perfectly normal between the ages of 2-5. Communication skills also improve as children use private speech.
Winsler said, "This is when language comes inside. As these two communication processes merge, children use private speech in the transition period. It's a critical period for children, and defines us as human beings."
(George Mason University website, 28.03.08)
The forthcoming Integrated Qualifications Framework means that some early years workers may need to retrain when it comes into effect in autumn, according to a report in Children and Young People Now.
Thom Crabb, from the Children's Workforce Development Council (CWDC) was quoted and said, "There will be a transition period if their qualifications aren't registered. They will have to think about taking particular units, such as the certificate in Early Years Foundation Stage practice."
According to the CWDC, a set list of approved qualifications in the framework will help cut down on the huge range that currently exists.
(Children and Young People Now, 19-25.03.08)
An article in Children and Young People Now reported on calls by the Chair of the National Children's Bureau for an extension of the EYFS to six-year-olds, a reform of teacher training for early years and all staff to be Level 3 or above by 2015.
Speaking at a conference in Birmingham, Dame Gillian Pugh was quoted in the article and said, "We never look at early years as a whole and we're rarely reminded that a lot of three-and four-year-olds are at school."
The article also noted how Pugh criticised some elements of the EYFS particularly around literacy, however she did not agree with the attack of the EYFS by the Open Eye group for being too regulated.
A common core of training for all practitioners, before specialising in areas such as teaching or family support was called for and Pugh highlighted the need for more time for professional development. Five days a year were needed, but emphasised that social partnership was needed to help agree funding.
(Children and Young People Now, 19-25.03.08)
Children and Young People Now reported on local authority plans to provide training days for all of the children's workforce. A London borough is hoping to provide training similar to teachers' inset days.
Julie Vaggers, head of a nursery and children's centre in the borough said, "We're working towards integrated training days. It would be good to get people looking at policy and strategy more closely and looking at what things are developing."
The chief executive of the National Children's Bureau, Paul Ennals, also backed the idea highlighting that bringing together staff from across the workforce would be be good for professional development.
(Children and Young People Now, 19-25.03.08)
The BBC reported on plans outlined by the Scottish Labour party for a national telephone advice line for parents and centres where parenting skills could be taught as part of a series of 'family friendly' proposals.
A Positive Start for Every Child also included proposals for a renewed focus on communication and social skills, as well as free childcare places for vulnerable two year olds.
The measures were announced by Labour Party leader, Wendy Alexander, and aim to support children in the early years and give them the best start in life.
Labour are consulting with children, parents, teachers and voluntary organisations for a response on the plans.
(BBC Scotland, 03.03.08)
A poll by children's charity NCH found that parents want children's centre services to be available for all, rather than those who are disadvantaged, according to a report in Nursery World.
Parenting, education and healthcare services were rated as being useful by 85 per cent of those polled, with 90 per cent believing they should be universally available.
However, parenting classes were more negatively perceived with 61 per cent put off attending because of worries of being labelled as a bad parent.
It was reported that NCH is calling for universal access to be given for children's centre services. Chief Executive, Clare Tickell, was quoted and said, "Parents have overwhelmingly told us they want more information and support with parenting, but that it needs to be given in a way that respects it is first and foremost their responsibility. We need to address the reasons why those most in need might be put off accessing help. It's essential to develop a positive culture where accessing advice is not seen as a sign of deficiency."
(Nursery World, 13.03.08)
An article in Nursery World reported on a call from the managing director of a large nursery chain, for an overhaul of NVQs as there is currently a skills gap.
Carol Edmond, of Teddies Nurseries, highlighted that there was a lack of understanding in child development, especially with under twos and also in working with children who have special needs or disabilities.
Speaking at an All-Party Parliamentary Group on childcare, Ms Edmond also commented that those with NVQ2 are unable to cope and quickly leave the profession, and that many finish the course not knowing what the EYFS or Birth to Three matters are. Suggested improvements included entry level criteria, more robust assessment and outcomes based on attainment rather than volume and through-put.
Ms Edmond was quoted in the article and said, "We must recognise that childcare is a profession, not just a career option for people with low academic achievement."
(Nursery World, 06.03.08)
The Telegraph has covered a report which suggest that government's £3.1 billion Sure Start scheme is failing to meet even half its targets. The report failed to find positive effects for children and families from Sure Start in more than five of 14 areas.
The failed areas were: children's language development, negative social behaviour, fathers' involvement, maternal smoking, mothers' life satisfaction, maternal weight and how a mother rated her area. Researchers at the University of London looked at more than 9,000 three-year-olds and their families who were initially studied when the children were nine months old.
(Telegraph, 5 March 2008)
The BBC has reported on a recent evaluation of Sure Start which shows the government is enhancing Sure Start children's centres in the most disadvantaged parts of England.
The study by Birkbeck College, University of London, found children behaved better and more independently under Sure Start. Their parents provided a better home learning environment than in areas without such Sure Start centres.
The study, The Impact of Sure Start Local Programmes on Three Year Olds and Their Families was carried out by the National Evaluation of Sure Start (NESS) research team at Birkbeck, University of London. It focused on more than 9,000 three-year-olds and their families in 150 areas who initially had been studied when the children were nine months old. These were compared with 1,879 children and their families who had taken part in a completely different study, the Millennium Cohort Study (MCS) and who lived in similar areas that did not have Sure Start.
They found that the children in Sure Start areas:
- exhibited more positive social behaviour
- exhibited greater independence and self-regulation
- were more likely to have received immunisations and less likely to have had an accidental injury - though these may be due to factors other than Sure Start
Parents:
- provided their children with a better home learning environment
- exhibited less negative parenting
- reported greater use of support services
The comparison was not straightforward, the study points out. The results differed "markedly" from a first evaluation by the same team. That had indicated that the most disadvantaged families - teen parents, lone parents, jobless households - were doing less well in Sure Start areas than those who were better off. But this new study provided "almost no evidence of adverse effects".
The report was launched at the first national conference for children's centre leaders. Ed Balls, who spoke at the conference, also announced additional measures including two more outreach workers at centres in the most disadvantaged areas and a review of outreach work to find good practice.
(BBC, 4 March 2008)
Nursery World reported on the Birth to 3 Framework, which was launched in Edinburgh for early years practitioners in Scotland. The framework was developed by the city council alongside childcare providers and associations and NHS Lothian.
The article quoted Marilyne Maclaren, councillor and convenor of the council's Education, Children and Families committee, who said, "This framework will encourage staff to focus on the individual needs of children, work together to develop their practice and improve the quality of provision for the under-threes."
(Nursery World, 28.02.08)
An article in Children and Young People Now reported on a project designed to listen to young children and consider their views to help shape services and policy.
From April, a new duty means that local authorities must take account of views of under fives in developing services. The project, Young Children's Voices Network, aims to support local authorities in finding ways to do this and spread good practice. It is being coordinated by the Early Childhood Unit, at the National Children's Bureau, and is funded by the DCSF.
Lucy Williams, project manager, was quoted in the article and said, "We really want to see practitioners listening, recording and collating young children's views on a day-to-day basis." It was highlighted that councils can build on existing work, rather than starting from scratch.
The Robert Owen Early Years Centre in Greenwich was featured in the article. Recognising and building on children's interests to help stimulate learning, taking time to make observations, and videoing young children for more in-depth analysis were some of the techniques highlighted by head of centre, Fiona Kemp.
The article also mentioned that the network is working with a local college on developing good practice and training about listening to babies.
Top tips on listening to children were included, such as making it integral to every day practice in an early years setting, tuning in to the way babies communicate even though they can't talk, listening to their parents, making observations, remaining flexible, as children's needs are different, making it fun and ensuring feedback is given.
(Children & Young People Now, 13-19.02.08)
More on Young Children's Voices Network
The Family and Nurse Partnership pilot scheme will be extended, according to a report in Children and Young People Now. The announcement, by Beverley Hughes, Children's minister, stated that 20 more areas will benefit from the project, reaching a total of 3000 families by March next year.
The scheme, which is based on a US model, supports young parents who are disadvantaged throughout pregnancy and until the child is two. It is currrently being piloted in 10 areas across England.
Hughes was quoted and said, "The case histories and reports coming back suggest very positive, and sometimes dramatic, effects."
(Children and Young People Now, 16-22.01.08)
More on Family Nurse Partnership programme
Children and Young People Now reported on a policy which has been produced by two leading charities to provide advice for staff on appropriate touching of children.
The idea stemmed from Lindsay Brewis, Scope's acting head of early years, at a conference last June, where she argued that physical contact was a human right for children.
The policy highlights that contact such as cuddling is a necessary part of forming an emotional bond with their carers. The article noted that advice on different types of cuddling is given, such as that of reassurance or to calm anger. The paper also highlighted how physical contact can be very important for children with disabilities.
Lindsay Brewis was quoted in the article and said, "We know that in recent years many nurseries have started to face a practice dilemma about physical contact. Contact is important to the development of young children and, while safeguarding children is always central, we should not be afraid to cuddle children or adjust levels of contact for those with additional needs."
(Children and Young People Now, 16-22.01.08)
Nursery World reported on a education group concentrating on movement which has begun in a Manchester children's centre, to help develop early literacy skills of under threes.
The sessions are run at Swinton Moorside Children's Centre in Salford, by Dance in a Bag, a creative play product company and involve children aged six weeks to 14 months. Creative therapist, Sue Sutherland was quoted in the article and said, "We realised how little there was for birth-to-three. We had attended exhibitions, seen research about brain development and picked up that it wasn't really filtering down to the nurseries."
The Centre manager of Swinton, Nicola Ramsden, was also quoted and said, "The session brings in hand-eye co-ordination, imagination, and everyone is involved in their own way, even a six-week-year-old."
(Nursery World, 03.01.08)
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