Supporting communication development in the early years: A practitioner's perspective

Bain, Julie, James, Deborah and Harrison, Mary (2015) Supporting communication development in the early years: A practitioner's perspective. Child Language Teaching and Therapy, 31 (3). pp. 325-336. ISSN 0265-6590

Full text not available from this repository.
Official URL: http://dx.doi.org/10.1177/0265659015596795

Abstract

This research study set out to explore the education practitioner’s role in promoting communication development in early years classrooms. The study was undertaken in the combined nursery and reception early years unit of a small primary school using an ethnographic approach. Qualitative data was collected through 18 three-hour visits to the setting, using a mixture of observations, conversations and reflective notes, followed by a semi-structured interview with the teacher who was the subject of the case study. Analysis of the data revealed a multi-layered approach to communication that involved children, staff and parents. The participant interview revealed the depth of the teacher’s commitment to developing the children’s communication. The interview data suggested that this commitment came from the teacher’s own experiences of parenting and being valued and supported by her peers to help each child develop his or her communication skills effectively. The teacher was invited to reflect on the study’s findings, and they are presented in the article.

Item Type: Article
Additional Information: Published online first.
Uncontrolled Keywords: Bercow, early years, ethnography, SLCN, teaching practice
Subjects: B900 Others in Subjects allied to Medicine
Department: Faculties > Health and Life Sciences > School of Health, Community and Education Studies > Social Work and Communities
Depositing User: Deborah James
Date Deposited: 12 Aug 2015 15:39
Last Modified: 29 Oct 2015 15:54
URI: http://nrl.northumbria.ac.uk/id/eprint/23551

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