Home Tags Child Language
Child Language Related Content
What does “school readiness” mean and who is responsible for supporting it?
A new YouGov survey suggests a difference of opinion between teachers and parents on what is known as “school readiness”.
Collaborative narrative: a cultural mould of intergenerational engagement
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.
A focus on communication and language skills
Rachael Amin, Educational Copywriter at Pentagon Play, explains how to develop communication and language skills in the early years and beyond.
Does a pedagogical approach impact an education setting?
Rageena Tahir, Head of EYFS at Fennies Nurseries, ponders if a pedagogical approach impacts an education setting for a child.
Children’s vocabulary affects how they perform at school
Children's vocabulary, attention skills and inhibitory control impact how they perform at school and influence future chances of success.
Language can be a barrier for girls in education in Sub-Saharan Africa
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.
We develop our language learning skills through speech patterns
Looking at speech patterns throughout history, the processing of language is based on how frequently we hear sounds - which causes gradual language change.
Link between multilingualism and better GSCE grades
Students who are multilingual – regardless of whether they are fluent or beginners in another language – scored higher in GSCE results.
Childhood vocabulary can predict future emotional regulation
A team find that expressive vocabulary at the age of 5-7 can predict likelihood of good emotional regulation, four years later.
‘Guided’ play better for teaching children than direct instruction
Researchers find that play-based ‘guided’ learning through educational activities could be more beneficial for children’s development and skills.
Maternal education and Specific Language Impairment in children: Not a robust relationship
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
What is the genetic link between children’s language and mental health?
A new study suggests there may be genetic explanations for why some children with poor language also have poor mental health.
Detecting Specific Language Impairment (SLI) in children
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.
The role of parents’ in helping children to develop language
Bob Reitemeier, Chief Executive of I CAN, focuses on the crucial role of parents’ in helping children to develop language.
Understanding and producing words with high-school maths
Professor R. Harald Baayen, Quantitative Linguistics, University of Tübingen, explains how we can understand and produce words with high-school maths.
More action required to support young people with speech, language and communication needs
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).
Children with speech and language communication needs
Bob Reitemeier, Chief Executive of I CAN argues that empowering parents changes the conversation for children with speech and language communication needs.
Research on newborn babies shows inbuilt ability to pick out words
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 grammar to children with Specific Language Impairment
Teaching children with Specific Language Impairment can be challenging. Professor Mabel Rice of the University of Kansas discusses some details
Mind the word gap: The difference in poor children’s language skills
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
12Page 1 of 2