Abstract
BackgroundGaining age-appropriate proficiency in speech and language in the early years is crucial to later life chances; however, a significant proportion of children fail to meet the expected standards in these early years outcomes when they start school. Factors influencing the development of language and communication include low income, gender, and having English as an additional language (EAL).ObjectiveThis study aimed to determine whether the Sign 4 Little Talkers (S4LT) program improves key developmental outcomes in hearing preschool children. S4LT was developed to address gaps in the attainment of vocabulary and communication skills in preschool children, identified through routine monitoring of outcomes in early years. Signs were adapted and incorporated into storybooks to improve vocabulary, communication, and behavior in hearing children.MethodsAn evaluation of S4LT was conducted to measure key outcomes pre- and postintervention in 8 early years settings in Luton, United Kingdom. A total of 118 preschool children were tested in 4 early years outcomes domains—listening, speaking, understanding, and managing feelings and behavior—as well as Leuven well-being scales and the number of key words understood and spoken.ResultsStatistically significant results were found for all measures tested: words spoken (P<.001) and understood (P<.001), speaking (P<.001), managing feelings and behavior (P<.001), understanding (P<.001), listening and attention (P<.001), and well-being (P<.001). Approximately two-thirds of the children made expected or good progress, often progressing multiple steps in educational attainment after being assessed as developmentally behind at baseline.ConclusionsThe findings reported here suggest that S4LT may help children to catch up with their peers at a crucial stage in development and become school ready by improving their command of language and communication as well as learning social skills. Our analysis also highlights specific groups of children who are not responding as well as expected, namely boys with EAL, and who require additional, tailored support.
Highlights
As the importance of speech and language ability in later educational outcomes and life chances has been acknowledged, systematic research has tried to evaluate the effectiveness of interventions or programs to improve educational attainment in these areas
The findings reported here suggest that Sign 4 Little Talkers (S4LT) may help children to catch up with their peers at a crucial stage in development and become school ready by improving their command of language and communication as well as learning social skills
Carneiro and Heckman [3] argued that the early development of cognitive and noncognitive skills is key to determining children’s chances of success and that early interventions are much more likely to be beneficial than those targeted at older age groups: “The evidence points to a high return to early interventions and a low return to remedial of compensatory interventions later in the lifecycle” [3]
Summary
Background As the importance of speech and language ability in later educational outcomes and life chances has been acknowledged, systematic research has tried to evaluate the effectiveness of interventions or programs to improve educational attainment in these areas. All children aged 3 to 4 years in England are entitled to free nursery education or childcare with an approved childcare provider. Two-year-old children in England are entitled to 15 hours of free nursery education with a Funded 2 childcare place if their parents are in receipt of benefits, if they are looked after by the local council or by guardians, if they have a current statement of special educational needs or are on disability living allowance [4]. Factors influencing the development of language and communication include low income, gender, and having English as an additional language (EAL)
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