Late Talkers and Language Learning in Norwegian ECEC for Children Under Three

Abstract

In this chapter, we explore and discuss the possibilities and challenges in the language learning environment for children under 3 years old who have low language skills. We build on data from two doctoral theses focused on educational language practices, language development, play and social functioning in the early childhood years, here within a Norwegian early childhood education and care (ECEC) context. The early childhood years are a sensitive period in language development, and international research indicates that early experiences matter for long-term educational and social development. In Norway, ECEC coverage for toddlers is over 80%, thus making ECECs an important language learning arena. The features from two PhD thesis conducted in Norway are presented and discussed in this chapter. The results from the two studies show that there are variations in children’s language development that explain their participation in play. Moreover, the results show that ECEC staff provide children with few language learning opportunities that are assumed to promote language development. We highlight the importance of the quality of the language learning environment in securing progression and development for late talkers.KeywordsLate talkersLanguage learningNorwayEarly childhood