Child Language Related Content

A new YouGov survey suggests a difference of opinion between teachers and parents on what is known as “school readiness”.

Elin Eriksen Ødegaard, Director and Professor in Early Childhood Pedagogy from Western Norway University of Applied Sciences, describes a collaborative narrative as a speech genre tailored to early years pedagogy.

Rachael Amin, Educational Copywriter at Pentagon Play, explains how to develop communication and language skills in the early years and beyond.

Rageena Tahir, Head of EYFS at Fennies Nurseries, ponders if a pedagogical approach impacts an education setting for a child.

Children's vocabulary, attention skills and inhibitory control impact how they perform at school and influence future chances of success.

Girls in education are at a higher chance of success at school in Sub-Saharan Africa if they can already speak ­­English – as taught language can affect academic accomplishment.

Looking at speech patterns throughout history, the processing of language is based on how frequently we hear sounds - which causes gradual language change.

Students who are multilingual – regardless of whether they are fluent or beginners in another language – scored higher in GSCE results.

A team find that expressive vocabulary at the age of 5-7 can predict likelihood of good emotional regulation, four years later.

Researchers find that play-based ‘guided’ learning through educational activities could be more beneficial for children’s development and skills.

It has long been held that a mother’s education is a key factor in the development of their child’s language. However, the link may not be as strong as previously thought, writes Mabel L Rice

A new study suggests there may be genetic explanations for why some children with poor language also have poor mental health.

Mabel L Rice analyses the cause of Specific Language Impairment (SLI) and the need to identify it early on in children to provide a solution.

Bob Reitemeier, Chief Executive of I CAN, focuses on the crucial role of parents’ in helping children to develop language.

Professor R. Harald Baayen, Quantitative Linguistics, University of Tübingen, explains how we can understand and produce words with high-school maths.

Leading organisations have come together to urge the Government to do more to improve support for children and young people with speech, language and communication needs (SLCN).

Bob Reitemeier, Chief Executive of I CAN argues that empowering parents changes the conversation for children with speech and language communication needs.

A research study of newborn babies has revealed that humans are born with the innate skills needed to pick out words from a language.

Teaching children with Specific Language Impairment can be challenging. Professor Mabel Rice of the University of Kansas discusses some details

Mary Hartshorne, Head of Evidence at I CAN explains the difference in poor children’s language skills when it comes to closing the word gap