Abstract
Interviews were conducted with 50 early years practitioners, exploring their experiences with children with speech, language and communication needs (SLCN). A narrative approach was taken to elicit information on the children they were working with who had these needs. This included characteristics of the children's behaviour, how they were identified and strategies used to help them. Participants identified children to discuss, many of whom had complex needs. There was large variation in how the children were identified and who the participants liaised with. Responsibilities taken on by participants when working with and devising strategies for the children did not relate to seniority of post held, or to level of relevant training.
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