The Early Intervention Foundation has issued a report summarising further evidence highlighting the importance of children’s early language development, as well as three other competencies associated with their future success: children’s understanding of objects, people and numbers.
The report draws out three key recommendations:
1) As individual differences in children’s cognitive development are evident from the first year of life early years services should be optimised to support children’s cognitive development from the antenatal period onwards.
2) Early learning gaps are multi-determined, meaning that there is no single solution and that a comprehensive approach, providing age appropriate support to all levels of need, is required.
3) This comprehensive approach identifies a prominent role for everyone involved in the delivery of early years services that support children’s early cognitive development. This includes midwives, health visitors, GPs, speech and language therapists, educational psychologists, children’s centres, childcare providers, nursery and preschool educators, intervention providers, academic researchers and early years’ commissioners.
The report also argues that strong support from central government is crucial for supporting children’s early learning needs including the provision of higher levels of support funding.
Read the report summary here