Research Round Up – October 2017
Throughout September many impactful studies surrounding education and speech and language development were concluded and published. We have picked up and highlighted just a few to bring to your attention.
The Division of Psychology and Language Sciences at the University College of London conducted research on how children learn abstract concepts like ‘idea’ or ‘freedom’. The study has implications for teaching in primary schools. It is also particularly significant in highlighting the impacts of learning abstract concepts on how children with atypical language skills are supported to learn.
The ESRC International Centre for Language and Communicative Development at Liverpool University have published a list of reviews and papers offering advice on ‘How can parents influence their children’s language development’.
The National Association of Head Teachers (NAHT) published the ‘School ready report’ looking to better understand the issue of school readiness and test the perception that this has declined over recent years. Respondents identified a number of issues that mean that some children are not ready for school, in particular concern about their speech, language and communication skills were highlighted.
The Prince’s Trust Results for Life report, gauges how much value is placed on soft skills (like speech and language) and whether young people feel they have enough support to learn these skills both at school and in the workplace.
Talking Matters, a programme developed to improve practitioners’ knowledge and confidence, as well as outcomes in children’s speech, language and communication, was independently evaluated by The Department of Human Communication Sciences at the University of Sheffield.
The Department for Education also published a report evaluating the roll-out of the 30 hours free childcare that started earlier this year.
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