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Adapting Early Years Language and Communication Support in Response to COVID-19 -- A Catalyst for Reflection and More Successful Parental Engagement?

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Title: Adapting Early Years Language and Communication Support in Response to COVID-19 -- A Catalyst for Reflection and More Successful Parental Engagement?
Language: English
Authors: Christine Jack (ORCID 0000-0002-6234-6205), Elaine Ashton, Kate Conn, Carolyn Letts, Sean Pert, Emily Preston, Naomi Rose, Helen Stringer, Cristina McKean
Source: Child Language Teaching and Therapy. 2024 40(3):256-277.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Foreign Countries, Early Childhood Education, Language Acquisition, Verbal Development, COVID-19, Pandemics, Parent Participation, Parent School Relationship, Interviews
Geographic Terms: United Kingdom (England)
DOI: 10.1177/02656590241276694
ISSN: 0265-6590
1477-0865
Abstract: COVID-19 impacted all aspects of children's lives. Research showed that teachers were most concerned about Communication and Language, and Personal, Social and Emotional Development, two of the three Prime Areas of the Early Years Foundation Stage which underpin all learning. The pandemic had a significant impact on early years settings. Practitioners reacted quickly, adapting the way they worked with children and families to ensure all children were supported, whether at home or in the education setting. This paper examines these short-term responses and reflects on what the disruption tells us about what is important to early years practitioners and parents. The Language Intervention in the Early Years (LIVELY) project, focusing on language and communication skills in the Early Years Foundation Stage, started just before the first lockdown and was therefore ideally placed to investigate changes that resulted from the pandemic. We interviewed 11 practitioners, from 10 schools and 1 nursery in the North East of England. Within the group, the experiences of children, families and practitioners varied; our aim was to identify common themes. Parental engagement, the relationships between schools and parents/caregivers which enable children's learning, became even more central and much of the support provided by settings focused on how parents and carers interacted with their children to support language and communication. This paper identifies some of the benefits of the imposed changes and how these could continue in early years settings post-pandemic.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1448872
Database: ERIC
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  Data: Adapting Early Years Language and Communication Support in Response to COVID-19 -- A Catalyst for Reflection and More Successful Parental Engagement?
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  Data: <searchLink fieldCode="AR" term="%22Christine+Jack%22">Christine Jack</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6234-6205">0000-0002-6234-6205</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elaine+Ashton%22">Elaine Ashton</searchLink><br /><searchLink fieldCode="AR" term="%22Kate+Conn%22">Kate Conn</searchLink><br /><searchLink fieldCode="AR" term="%22Carolyn+Letts%22">Carolyn Letts</searchLink><br /><searchLink fieldCode="AR" term="%22Sean+Pert%22">Sean Pert</searchLink><br /><searchLink fieldCode="AR" term="%22Emily+Preston%22">Emily Preston</searchLink><br /><searchLink fieldCode="AR" term="%22Naomi+Rose%22">Naomi Rose</searchLink><br /><searchLink fieldCode="AR" term="%22Helen+Stringer%22">Helen Stringer</searchLink><br /><searchLink fieldCode="AR" term="%22Cristina+McKean%22">Cristina McKean</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Child+Language+Teaching+and+Therapy%22"><i>Child Language Teaching and Therapy</i></searchLink>. 2024 40(3):256-277.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Development%22">Verbal Development</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+School+Relationship%22">Parent School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink>
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  Data: 10.1177/02656590241276694
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  Data: 0265-6590<br />1477-0865
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  Data: COVID-19 impacted all aspects of children's lives. Research showed that teachers were most concerned about Communication and Language, and Personal, Social and Emotional Development, two of the three Prime Areas of the Early Years Foundation Stage which underpin all learning. The pandemic had a significant impact on early years settings. Practitioners reacted quickly, adapting the way they worked with children and families to ensure all children were supported, whether at home or in the education setting. This paper examines these short-term responses and reflects on what the disruption tells us about what is important to early years practitioners and parents. The Language Intervention in the Early Years (LIVELY) project, focusing on language and communication skills in the Early Years Foundation Stage, started just before the first lockdown and was therefore ideally placed to investigate changes that resulted from the pandemic. We interviewed 11 practitioners, from 10 schools and 1 nursery in the North East of England. Within the group, the experiences of children, families and practitioners varied; our aim was to identify common themes. Parental engagement, the relationships between schools and parents/caregivers which enable children's learning, became even more central and much of the support provided by settings focused on how parents and carers interacted with their children to support language and communication. This paper identifies some of the benefits of the imposed changes and how these could continue in early years settings post-pandemic.
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      – SubjectFull: Foreign Countries
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