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The Early Years Sign Survey: The Use of Sign by Early Years Practitioners in the UK

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Title: The Early Years Sign Survey: The Use of Sign by Early Years Practitioners in the UK
Language: English
Authors: Victoria C. P. Knowland (ORCID 0000-0003-4367-3689), Polly Waters
Source: Mind, Brain, and Education. 2026 20(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Foreign Countries, Early Childhood Teachers, Language Acquisition, Speech, Manual Communication, Total Communication, Early Childhood Education
Geographic Terms: United Kingdom
DOI: 10.1111/mbe.70050
ISSN: 1751-2271
1751-228X
Abstract: For early years practitioners, promoting language development in educational settings is of fundamental importance. We propose that the use of co-speech sign is a key topic of debate in this regard, and one which is significantly under-studied. This article presents the Early Years Sign Survey, which was designed to map current practice by early years practitioners and determine how co-speech sign is viewed and valued. Data were analyzed from 466 UK practitioners. 79% of respondents use sign with children in their setting, with Makaton being most frequently reported. Practitioners overwhelmingly, but not universally, view sign positively. Perceived benefits included increased opportunities for children to express themselves, reduced frustration, and increased inclusion. Perceived drawbacks included children's over-reliance on sign and difficulties implementing sign consistently. The use of co-speech sign represents a strong trend in early years education, and one which urgently requires an evidence base to better understand and guide it.
Abstractor: As Provided
Notes: https://osf.io/xbqpa/files/osfstorage
Entry Date: 2026
Accession Number: EJ1506215
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Victoria+C%2E+P%2E+Knowland%22">Victoria C. P. Knowland</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4367-3689">0000-0003-4367-3689</externalLink>)<br /><searchLink fieldCode="AR" term="%22Polly+Waters%22">Polly Waters</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: For early years practitioners, promoting language development in educational settings is of fundamental importance. We propose that the use of co-speech sign is a key topic of debate in this regard, and one which is significantly under-studied. This article presents the Early Years Sign Survey, which was designed to map current practice by early years practitioners and determine how co-speech sign is viewed and valued. Data were analyzed from 466 UK practitioners. 79% of respondents use sign with children in their setting, with Makaton being most frequently reported. Practitioners overwhelmingly, but not universally, view sign positively. Perceived benefits included increased opportunities for children to express themselves, reduced frustration, and increased inclusion. Perceived drawbacks included children's over-reliance on sign and difficulties implementing sign consistently. The use of co-speech sign represents a strong trend in early years education, and one which urgently requires an evidence base to better understand and guide it.
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      – SubjectFull: Early Childhood Teachers
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Speech
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      – SubjectFull: Manual Communication
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