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Conducted by the NLT in collaboration with the National Association
of Head Teachers
Dates: March to April 2001
Number of questionnaires sent out: 263
Number of replies: 121
Copyright: This document may be copied or cited as long as
the NLT is accredited.
Purpose of the survey
In March 2001, on behalf of the National Literacy Trust,
the National Association of Head Teachers surveyed its members
in England who were admitting children aged three to nursery
provision and who had been in their present post for five
years. The questionnaires sought information on their perceptions
of children's levels of language competence at entry and their
opinion on any changes in children's language competence over
the last five years.
The purpose of the small survey was to enable the Trust
to promote policies that advance opportunities for all children
to grow up in language-rich homes and communities.
Findings
Number of questionnaires sent out: 263
Number of replies: 121
The findings are presented in the tables below. Questions
2-5 were open-ended questions, which were subsequently classified
on the most common themes that emerged. The themes are organised
sequentially according to most frequent responses.
Question 1:
Do you consider that children on entry to your nursery
provision are demonstrating more, less or broadly similar
linguistic competence to children entering at the same age
five or more years ago?
| Total |
Respondents who noted More |
Respondents who noted Less |
Respondents who noted Broadly
Similar |
No Response |
| 121 |
1 |
90 |
27 |
3 |
Additional Comments:
Respondents made further observations in order to qualify
or explain their answer to the above question. Only repeated
comments are included in the following table.
| General Observations |
Respondents who noted More |
Respondents who noted Less |
Respondents who noted Broadly Similar |
| Maturity of children |
1 |
3 |
1 |
| Increase of difficulties in speech, language,
listening, articulation, comprehension and less vocabulary |
- |
31 |
6 |
| Social skills |
- |
6 |
1 |
| Play skills |
- |
2 |
1 |
| Increase in social communication disorders |
- |
2 |
- |
| More literacy but less speaking and listening
skills |
1 |
1 |
- |
| Changes in catchement |
- |
1 |
3 |
| NB: The person who responded 'more' to question 1 and
made the above observations, did not answer any further
questions. Therefore, the answers to the questions below
are from those responding 'less' [90] or 'broadly similar'
[27]. |
Question 2:
If there has been an overall improvement in linguistic
competence, is it significant? Do you have any views on the
reasons for the improvement?
| Reasons for improvement |
Respondents who noted
Less |
Respondents who noted
Broadly Similar |
Total |
% (of 117 responding to both questions 1 and 2) |
| Parental awareness about literacy but not other linguistic
competencies |
2 |
0 |
2 |
1.7 |
| Parental awareness about literacy and better pre-school
provision |
0 |
1 |
1 |
0.8 |
Question 3:
If there has been an overall decline in linguistic competence
is it significant? Do you have any views on the reasons for
the decline?
| Reasons for decline |
Respondents who noted
Less |
Respondents who noted Broadly Similar |
Total |
% (of 117 responding to both questions 1 and 2) |
| Parents (not talking or listening to children, not teaching
nursery rhymes) |
69 |
5 |
74 |
63.2 |
| TV/computer games |
68 |
9 |
77 |
65.8 |
| Increase in young single parents (lack of awareness
of importance of language) |
16 |
1 |
17 |
14.5 |
| Different childcare settings (parents at work) |
14 |
1 |
15 |
12.8 |
| Use of dummies |
10 |
1 |
11 |
9.4 |
| Increase of EAL students |
5 |
5 |
10 |
8.5 |
| Lack of exposure to speech therapists |
7 |
1 |
8 |
6.8 |
| Noise |
6 |
2 |
8 |
6.8 |
| Not enough play |
5 |
1 |
6 |
5.1 |
| No early screening |
5 |
0 |
5 |
4.3 |
| Low socio-economic status |
4 |
1 |
5 |
4.3 |
| No exposure to social settings (toddler groups) |
4 |
1 |
5 |
4.3 |
| Undetected health problems (hearing) |
3 |
2 |
5 |
4.3 |
Question 4:
What are the implications for your school of any overall
changes in linguistic competence?
| Implications for respondents' school |
Respondents who noted
Less |
Respondents who noted Broadly Similar |
Total |
% (of 117 responding to both questions 1 and 2) |
| Language/oracy in the curriculum (rhymes) |
30* |
3* |
33 |
28.2 |
| Speech therapists used and required |
25*** |
7*** |
32 |
27.4 |
| Impact on teacher time (including more staff, training) |
14 |
1 |
15 |
12.8 |
| Higher number of students on SEN register |
12 |
1 |
13 |
11.1 |
| Bad behaviour |
10 |
2 |
12 |
10 |
| Low baseline |
11 |
0 |
11 |
9.4 |
| More involvement of parents (adults) |
10 |
1 |
11 |
9.4 |
| Nursery and Reception language focus |
8* |
2* |
10 |
8.5 |
| Early identification |
5 |
3 |
8 |
6.8 |
| Cost |
5 |
1 |
6 |
5.1 |
| Bilingual support in early years |
2 |
4 |
6 |
5.1 |
| Achieve less in KS1 tests |
4 |
0 |
4 |
3.4 |
| More children in nursery to enhance language |
3** |
0** |
3 |
2.6 |
| More toddler groups |
3 |
0 |
3 |
2.6 |
| Multi-professional support |
2*** |
0*** |
2 |
2.6 |
| More play in Foundation |
1 |
1 |
2 |
2.6 |
| Parent workshops |
1 |
0 |
1 |
0.8 |
| Older children in pre-school |
1** |
0** |
1 |
0.8 |
* ** *** Similar categories
Question 5:
If you detect a decline in the linguistic competence of
children on entry, could you please comment on what could/should
be done in the period 0-3 to respond to the deteriorating
situation.
| Suggestions for improving the situation for children
0-3 |
Respondents who noted
Less |
Respondents who noted Broadly Similar |
Total |
% (of 117 responding to both questions 1 and 2) |
| Parental awareness campaign (reading, listening and
talking to children, rhymes) |
52 |
8 |
60 |
51.3 |
| Greater involvement of health visitors (early intervention,
screening for language difficulties, parent information,
identification of health problems) |
34 |
4 |
38 |
32.5 |
| Parent education (antenatal and postnatal classes on
parenting skills) |
31 |
5 |
36 |
30.8 |
| Facilities/support for parents (including family literacy,
EAZs, Sure Start programmes) |
23 |
4 |
27 |
23.1 |
| Greater access to speech therapists |
16 |
1 |
17 |
14.5 |
| Quality provision for Early Years (nurseries) |
12 |
3 |
15 |
12.8 |
| Schools involvement (outreach, training of staff) |
11 |
1 |
12 |
10.3 |
| Early Years initiatives (Book Start, toddler groups) |
8 |
3 |
11 |
9.4 |
| Early intervention/screening |
9 |
0 |
9 |
7.7 |
| Teen education on parenting skills (in schools) |
8 |
0 |
8 |
6.8 |
| Media/TV emphasis on reading/learning |
5 |
1 |
6 |
5.1 |
| Initatives for parents to stay at home |
4 |
0 |
4 |
3.4 |
| Consistent care for children |
3 |
0 |
3 |
2.6 |
| Local library involvement |
3 |
0 |
3 |
2.6 |
| Adult literacy |
3 |
0 |
3 |
2.6 |
Analysis
The survey suggests that the majority of respondents (74%)
were of the opinion that there has been a decline in children's
language competence in the last five years. A small proportion
of respondents that regarded the situation to be broadly similar
(22%) noted some decline in speaking and listening ability
in children. On the whole, there is recognition among head
teachers that many children do not possess the vocabulary
or comprehension skills that they require at entry and that
they have difficulties with articulation and understanding
instructions. In some cases, teachers have reported
having difficulty understanding the speech of some children.
As a result of poor language ability and social skills, children
are more inclined to behave badly.
The main reason given for poor language competence was the
increased use of TV and video games (66% of respondents).
There were suggestions that these activities detract from:
- Time spent with parents talking
- Social interaction with peers and role models
- Learning to engage in imaginative play
Respondents (63%) were also of the opinion that carers and parents
are not sufficiently talking or listening to children because
of busy work schedules, stress and lack of awareness about the
importance of talking and listening to their children about
books, TV programmes and real-life situations. Other related
concerns were the direction of pushchairs and the use of dummies
that impede parent-child dialogue and impair language development.
Young single parents were also linked to lack of awareness about
the importance of language development and the ways to support
it (15%) and the declined influence of grandparents.
The effect of different childcare settings on children as
a result of parents working concerned respondents (13%) who
perceived a decline. Of particular interest was poor early
years provision in these settings as well as the effect of
inconsistent care on children's social and linguistic competencies.
In some cases, respondents advocated financial support to
encourage parents to stay at home.
The results of the survey indicate that schools are being
pro-active about emphasising oracy and language in the curriculum
in the early years (28%). Respondents reported:
- More one to one work with children
- More group work
- Hiring and training staff to accommodate needs
- Greater involvement of adults and carers in interventions
- Greater emphasis on imaginative play at foundation and
on rhymes
- More children are kept longer in nursery programmes to
ensure language development
- More emphasis on and support for English as an Additional
Language (EAL)
As a result of language deficiencies, Speech and Language
Therapists (SALT) are widely used by schools (27%). The following
observations were made:
- Children at risk need more exposure to SALT in the early
years before Reception
- There is not enough provision for SALT in early years
settings or schools
- Schools are hiring more SALT to address language difficulties
and there are financial implications for some
- In some cases, staff receive training to provide SALT
support
In order to address language deficiencies in children between
0-3, many respondents (51%) perceived the need for a parental
awareness campaign to encourage parents to talk and listen
to their children, read with their children and teach their
children rhymes. Parent education on children's language acquisition
and, in some cases, parenting skills (31%) was considered
to be important either in the form of workshops run by schools
or community centres and antenatal or postnatal classes organised
by the health authorities. Teen parenting education (7%) was
also mentioned as a possible area for development. Respondents
(23%) recommended more support for parents through facilities
such as Education Action Zones, Sure Start and family literacy
programmes.
Respondents (52%) suggested that the health establishment
should be more involved in early years language development.
Health visitors have a larger role to play in identifying:
- Health problems that interfere with language learning
(i.e. hearing)
- Children at risk
- Family situations where there is little or no support
for learning
- Appropriate interventions for children at risk
Conclusions
The survey of head teacher perceptions regarding trends
in language competence among children from 0-3 has strongly
suggested that professionals are concerned that children are
entering school with poor oral and listening skills.
The majority of respondents perceived there to be a decline
over the past five years.
Schools are being proactive and want more support from Government
for carrying forward initiatives to support children with
poor language skills.
There was concern that parents are not aware of the importance
of talking and listening to their children and that TV and
video games, solitary activities that do not foster dialogue,
have replaced family and social interaction.
There is support among head teachers for a parent awareness
campaign that focuses on talking and listening to children
and that recruits support from media, schools, health authorities
and government.
| In January 2003, the National Literacy Trust began work
on the Talk To Your Baby campaign. More |
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