Study (Program) Type of program Delivered by Strategies Love 2005 (service and case management); Lowell 2011 (Child FIRST psychotherapeutic intervention) practice Teachers, qualified home visitors, clinical team Parent education and family support around child development Facilitating positive parent-child interactions through reading, play and family routines Play-based language promotion Table 3: ‘Promising’ programs/approaches (includes grey literature) Study (Program) Type of program Delivered by Strategies Girolametto 2003 (Hanen Learning Language and Loving It program for EC educators); Rudd 2008 (Focus, Follow, Talk joint attention model) Increasing early childhood educator capacity – language facilitation Speech pathologist In-service training for early childhood educators on language facilitation strategies: be responsive to children’s initiations, engage children in interactions, model simplified language encourage peer interactions Joint attention strategies Glogowska 2000 (routine SLT); Robertson 1999 (small group language intervention); van Agt 2007 (screening and subsequent treatment) Direct language intervention Speech pathologist, physician Routine speech and language therapy Linguistic and social skills group therapy: - General stimulation emphasising vocabulary development and use of combinations within a social context - Pairing linguistic input with hands-on activities and visual cues to encourage mapping of new information - Encouraging communicative attempts and facilitating increase in linguist skills using: therapist use of parallel talk, expansion/expatiation and recasting; manipulating familiar routines - Organisation of intervention environment to provide multiple opportunities for child to share information, participate in naturally occurring interactions, regulate the behaviour of others and receive appropriate feedback and reinforcement Bilingual or multi-lingual children The rapid review did not identify any programs that specifically addressed bi- or multi-lingual children aged zero to three. Determining whether bi- or multi-lingual children have an intrinsic problem learning language can be a complex process. An essential aspect is determining
Sing & Grow Australia Clinical services Manager Sing & Grow State-wide Specialist Children’s Service Central Intake Speech pathologist Early childhood intervention – central intake support North-East Metropolitan VICSEG New Futures Director Playgroups for Diverse Communities North-West and South-West Metropolitan Warracknabeal Network Volunteer Warracknabeal Oral Reading Development Strategy (WORDS) South West regional
Appendix 8 Summary of rapid review studies Best practice studies Study Participants Setting Intervention theme Intervention Delivered by Key Strategies Which outcomes improved? Language-related measures FOCUS: INCREASE PARENT CAPACITY Buschmann 2009; Parent based language intervention for children with specific expressive language delay: a randomised controlled trial 61 Parents of with specific expressive language delay Clinic / home Training parents to deliver language intervention Parent group training (Heidelberg Language Intervention or HPLI) HPLI-trained therapist (qualifications not specified) Strategies implemented by parents Process Group training sessions for parents (7x2hr, 1x3hr) Content Interactive model of language intervention Parents were taught: Child-oriented, interaction promoting techniques Language modelling techniques Shared picture book reading Expressive language ability Direct assessment: SETK-2 & (a widely used developmental language test for German speaking children) Parent report: ELFRA-2 (the German version of the CDI) Cronan 1996; The effects of a community-based literacy program on young children’s language and conceptual development 225 Parents of 1-3 year old children from low-income families Home Teaching parents to promote early literacy Instructional home visiting program Trained tutor (university psychology students) Process Individual home visits (18 x visits) Content Modelling methods for the parent to use while reading to the child (dialogic reading techniques) Teaching parent to teach the child concept Singing songs Language and production, knowledge of general concepts, parental behaviours Direct assessment: Bracken Basic Concept Scale PRIMER Language Comprehension Book Parent report: MacArthur-Bates Communicative Development 2- year-olds
Provision of books and materials for concept instruction Parents instructed to: Talk to their children a great deal Read regularly Use language and ask questions requiring answers slightly beyond child’s level Create a positive reading environment Use positive reinforcement Inventory (CDI) Parent literacy behaviours High 2000; Literacy promotion in primary care paediatrics: Can we make a difference? 205 Parents of infants and toddlers from low-income families Clinic Teaching parents to promote early literacy Provision of resources and key messages (embedded in routine paediatric care) Process M=3.38 paediatric visits Provision of age-appropriate board books (chosen to promote parent-child interaction) Provision of handouts about how children can benefit from, enjoy, and interact with books (focused on interaction between the parent and child) Content Literacy promoting anticipatory guidance (on the benefits of reading aloud to children, reinforcing the information in the handouts) Receptive and expressive language for the older toddlers (>18 months), family Parent report: Family Modified MacArthur-Bates CDI Landry 2008; A 166 Parents of Home Teaching Home Trained Process Receptive Direct assessment:
responsive parenting intervention: The optimal timing across early childhood for impacting maternal behaviours and child outcomes 2-year-old children parents to support general child development visiting program (Play and Learning Strategies or PALS) facilitator not specified) 11 x 1.5hr home visits Training parents in responsive behaviours through discussion, watching educational videotape, videotaping coached interactions between the mother and child with feedback Content Integrating responsive behaviours into everyday activities Responsive skills included: recognising positive and negative signals as a means of child communication contingent responding to child signals in warm and sensitive ways helping children learn to cooperate through sharing, providing choices attending to the child’s focus of attention and maintain and building on this interest using rich language with an emphasis on labelling objects and actions, and verbal scaffolding (e.g. prompts providing conceptual links between objects, actions, vocabulary, composite language scores, skills, maternal language input Peabody Picture Vocabulary Test – 3rd Edition (PPVT-III) Preschool Language Scale – 3rd Edition (PLS-3) Observational data: Video-taped mother-child interactions
were effective) Books were written at a reading level FOCUS: COLLABORATION / SHARED PRACTICE MODEL Love 2005; The effectiveness of Early Head Start for 3-year-old children and their parents: Lessons for policy and programs 3001 families with children 0-3 years Centre and/or home Multi-agency support for child development Service and case (Early Head Start program) Teachers and/or qualified home visitors Process Home visits and/or centre-based child care during first 3 years of child’s life Content Parenting education Case management Health care and referrals Family support Child vocabulary and parent provision of a good language and learning home (mixed model most impact) Direct assessment: PPVT-III Observational data: Home Observation for Measurement of the Environment (HOME) Lowell 2011; A randomized control trial of Child FIRST: A comprehensive home-based intervention translating research into early childhood practice 735 Families with child (0-2) and/or parent with psychosocial risk Home Multi-agency working for child development parent-child intervention Clinical team (mental health clinician and qualified care coordinator) Process Weekly home visits of 45-90 mins Content Parent-child intervention Comprehensive assessment of child and family Identifying and where appropriate involving other service providers Home-based therapeutic intervention with child and parent Child language Direct assessment: Infant-Toddler Developmental Assessment income
Facilitate ‘mutual delight’ through reciprocal parent-child play and positive interactions through reading, play, family routines Play used to help child master and rework difficulty challenges and to promote language development Sharing of child development materials Promising practice studies Study Participants Setting Intervention theme Intervention Delivered by Key Strategies Which outcomes improved? Language-related measures FOCUS: INCREASE PARENT CAPACITY Girolametto 1996; Interactive focused stimulation for toddlers with expressive vocabulary delays 25 parents of 2-year-old children with expressive vocabulary delays (late talkers) Clinic and Home Training parents to deliver language intervention Parent group training & individual coaching (modified Hanen Program for pathologist Process 8 x 2.5 hour evening sessions to teach program strategies (watching videotapes, engaging in lectures, role plays, focused discussions) 3 x home visits to provide individual Expressive language, vocabulary, phonological skills Observational data: Systematic Analysis of Language Transcripts (SALT) of
Parents) feedback and on-the-spot coaching Content Incorporating target words into existing daily routines Using target words in response to the child’s interest/activity, and repeating the word at least 5 times during each interaction Model the word using labels, short comments and expansions Set up new routines in order to model target words in many different contexts using different exemplars Modelling two-word combinations free play Parent report: MacArthur- Bates CDI Roberts 2012; Assessing the effects of a language intervention for children with language impairments using empirical benchmarks: A pilot study 34 parents of to children with language impairment Clinic and Home Training parents to deliver language intervention Individual parent training to use Enhanced Milieu Teaching (EMT) strategies pathologist or Special educator Process 4 x 1-hour workshops to introduce each strategy 24 x 1-hour practice sessions (half at home, half at clinic) to practice specific set of strategies. Each practice session comprised of the following 15 minute blocks: Therapist reviewed EMT strategies taught at workshop Therapist modelled strategies with the child Parent practiced strategies with the child with therapist coaching Therapist provided feedback Total and expressive language scores Direct assessment: PLS-4 Observational data: SALT coding of parent-child interaction and child language sample
Content Responding to communication Taking turns, waiting Mirroring and mapping Modelling specific child language targets Expanding verbal and nonverbal communication Time delay strategies: assistance, choices, waiting with routine, waiting with cue, inadequate portions Prompting strategies: open questions, choice questions, “say” prompt Mendelsohn 2005; Use of videotaped interactions during pediatric well-child care to promote child development: a randomised, controlled trial 93 Latino low-income families with children aged 0-3 and low maternal education clinic Teaching parents to support general child development Video-taped interactions used to promote early child development (Video Interaction Project) Child development specialist Process 12 x 30-45 minute sessions at the time of routine paediatric health visits From first visit to paediatrician (2 weeks) until child is 3 years old Content Discussion on child’s development, addressing parent expectations and concerns (facilitated by age-specific parenting pamphlets) Family provided with developmental stimulating age-appropriate learning material (e.g., toy or book) 5- to 10-minute videotape made of parent and child engaging in activities of the parent’s choice Parent and specialist watch tape together, Expressive language (significant effects limited to those children whose mothers had a higher level of maternal education (7th to 11th grade)) Direct assessment: PLS-3 Semi-structured assessment of language based on language items of the Caregiver-Child Interaction Rating Scale
program) Content Child-oriented responses (e.g. waiting for initiations, using verbal and nonverbal responses that follow the child’s being face-to-face) Interaction-promoting responses (e.g. waiting for turns, using combinations of questions & comments to encourage turns on topic, ensuring all children in the group are actively participating) Language-modelling responses (e.g. using responsive labels, expansions and extensions of the child’s topic) Parent report: MacArthur- Bates CDI Rudd 2008; Does improving joint attention in child-care enhance language development? 30 EC educators (121 children aged 14036 months) from settings ECEC setting Increasing educator capacity to facilitate language development Professional development workshop and coaching in joint attention Researcher from child development centre (qualifications not specified) Process: 1 x 4 hour group training workshop Information provision and discussion Video and live modelling of strategies Role-play of strategies 3 X 1 hour individual coaching visits Observation of caregiver-child interactions by researcher Feedback to caregiver Content Information about child development and language acquisition (ages and stages, how stimulation in one area of development can influence growth in another area) Information about joint attention and its Vocabulary acquisition (for children in the class of caregivers who engaged in frequent and longer bouts of joint attention) Observational data: Coding of videotaped classroom session for caregiver engagement in joint attention episodes Parent-report: MacArthur CDI Short-Form Vocabulary Checklist
effect on language development Instruction in using Focus-Follow-Talk model of joint attention Focus on child’s object of attention Follow child’s lead Talk (parallel talk, elaboration, descriptive talk, self-talk) Examples of each type of talk, and typical situations in which one can use joint attention and the different types of talk Coaching feedback specific to implementation of joint attention in the classroom FOCUS: DIRECT LANGUAGE INTERVENTION Glogowska 2000; Randomised control trial of community based speech and language therapy in preschool children 159 Children aged 3 and under with slow development Clinic Direct language intervention Routine individual speech and language therapy pathologist Process M hours of therapy received = 6.2 M no of contacts with therapists = 8.1 M frequency of therapy = once a month M no of months over which therapy took place = 8.4 M length of sessions = 47 minutes Content Routine SLT tailored to child’s individual needs Auditory comprehension Direct assessment: PLS-3 Bristol Language Development Scales Phonological analysis of 22 words Robertson 1999; Effects of treatment on linguistic and social skills in toddlers with 21 Late talking toddlers aged 1;9-2 Clinic Direct language intervention Small group early language intervention pathologist Process 24 x twice-weekly 75 minute session Maximum 4 children per group Linguistic behaviours (mean length of utterance, total number of Observational data: SALT analysis of audiotaped language
delayed language development Content General stimulation emphasising vocabulary development and use of early 2- or 3-word combinations within a social context Manipulation of familiar routine or “script” (e.g., deliberate violation of the routine) to increase opportunities for linguistic input or to encourage children to use language Linguistic input naturally paired with activities and visual cues to encourage mapping of new information Encouraging communicative attempts and facilitating increase in linguist skills using specific techniques: Parallel Talk – clinician provides verbal description of the child’s actions Expansion/Expatiation – repetition of child’s utterances adding relevant semantic or grammatical information to extend the child’s meaning Recast – repetition of child’s utterance with modification of modality or voice Organisation of intervention environment to provide multiple opportunities for child to share information, participate in naturally occurring interactions, regulate the behaviour of others and receive appropriate feedback and reinforcement words/different words, lexical repertoire, number of intelligible utterances) samples van Agt 2007; A cluster-randomized 9,419 Health Direct language Screening for language Child health centre Process Reduced linguistic problems, Assessment completed by
control trial of screening for language delay in toddlers: Effect on school performance and language development at age 8 toddlers centre intervention delay (and subsequent early treatment) physician Screening for language delay at 15/18 months and again at 24 months Positive screen was followed by multidisciplinary assessments at speech and hearing centres and subsequent early treatment if needed Content Screening instrument consisted of uniform set of questions for parents about language production, language reception and interaction, and test elements for the child -Multidisciplinary assessment included assessment of language production, language reception, hearing, cognitive development, and socioemotional development reduced attendance at special school teacher: A Dutch language vocabulary test Assessment of Oral Language Skills Dutch for Children in Group 1–4 Teacher- and parent-report: Questionnaire about oral and written linguistic abilities Grey literature Study Participants Setting Intervention theme Intervention Delivered by Key Strategies Which outcomes improved? Language-related measures FOCUS: INCREASE PARENT CAPACITY Nottinghamshire Sure Start Children’s Centres; 16 families from areas of high social Home Training parents to deliver language Instructional home-visit program (Home Talk Trained children’s worker Process Six x one hour home visits Songs and rhymes to start and end each session Note: no control group High rate (75 per cent) of language Parent report: Expressive vocabulary checklist from
Nottinghamshire Sure Start children’s centres ‘Home Talk’ service: Supporting with delayed language skills and their parents/carers with a two-year-old child with expressive language delay who did not meet criteria for local SLT service intervention program) Worker facilitates language-rich activity as the core of the session (e.g., book-sharing, making a photo-book together, play-doh activity, trip out for a listening walk) Toys and resources related to the session may be left with families between visits At end of program, families supported to access universal play and learning opportunities and referred to appropriate services as needed Content Importance of parent’s role in developing language through everyday routines and play activities is stressed and promoted Responsive parent-child conversation and interaction strategies (e.g., interpreting child’s nonverbal messages by putting them into words) Providing an optimal language-learning environment at home (e.g., reducing the use of television and dummies) Focussing on language-rich activities to promote language development (e.g., shared book reading) skills catching up to age expectation by age 3, Low rate (31 per cent) of ongoing speech, language and communication needs, Parents reported changing everyday activities and routines with their child the Language Development Survey Pragmatic skills questionnaire from the Language Use Inventory Hackworth 2013; Early home learning study: Overview and outcomes 1890 parents experiencing vulnerable and their children (six MCH or Teaching parents to support general child development (with an Group parenting program (smalltalk) Trained group facilitators and home coaches Process Infant group (six-12 months) Parenting group program delivered in MCH platform Six x weekly two-hour sessions smalltalk strategies discussed, at-home Communication skills (smalltalk plus infant program), Parent child interest Observational data: Indicator of Parent Child Interaction Early Communication
Evaluation of I CAN's Early Talk 0-3 programme four UK local authorities support (Early Talk 0-3 program) steering group Service managers Children’s practitioners Cross service review using self-audit review tool, with support of I CAN consultant Action plan developed by strategic level lead, steering group and I CAN consultant Resources provided to support action plan Action plan activities supported by resources and I CAN consultancy Content ‘Train the trainer’ training for early years’ workforce delivering messages about importance of speech, language and communication development for under 3s and how to support this Activities varied depending on area needs but included development of referral pathways and improving how services are targeted and/or coordinated the community and parents, Practitioners’ understanding of the role of different agencies in supporting children’s language development, Practitioner and parent’s confidence in supporting language development and identifying difficulties stakeholders Focus groups and interviews with parents Case studies Nottinghamshire Local Authority, Local NHS organisations; Language for life strategy, Nottinghamshire Multiple services for children aged 0-7 Various Local initiative to improve children’s language and Planning, training, universal service (Language for Life strategy) Steering group Health visiting team, SLT service Process Steering group formed comprising representatives of all practitioners involved in support for the development of language across universal, targeted and specialist services for children Working groups forms for: Training development Operations Collaborative practice Conference and campaign Universal 2 year language screen by health visiting team, followed by appropriate Increase in referrals of children 2 years and under to SLT, reduction in overall SLT referral rate, Increase in vocabulary of nursery class children after teachers underwent training Monitoring of SLT referrals Unspecified standardised language assessments Unspecified qualitative data collection
advice/referral Children’s Centre SLT service provided support to practitioners and parents Content The Children’s Centre SLT service worked with children 0-5 in homes, settings (not specified) and nurseries to achieve the following outcomes: Develop and provide training to practitioners and parents to support language rich environments Early identification and intervention Improving parental confidence and effectiveness for supporting their child’s language development Language enrichment Development of resources (i.e., a leaflet and poster pack to provide information for parents and practitioners on children’s language development and enrichment) (statistical analysis and results not accessible) Leicester City Council/Children and Young People’s Strategic Partnership; Talk Matters!, Leicester Whole community centres Local initiative to improve children’s language and child assessment and intervention (Talk Matters strategy) Children’s centres’ staff including teachers Process Community awareness raising Provision of information and guidance to families Universal screening of communication development at 9 and 24 months Provision of language-rich environments for children age 0-5 Appropriate training and resources for all early Note: no control group Percentage improvements in excess of targets in communication, language and literacy development achievement, Communication language and literacy development (CLLD) within the Foundation Stage Profile (FSP) – national audit tool
Appendix 9 Complete list of programs and approaches ID Strategies (All strategies in BOLD text are evidence-based programs)¹ Location² Evaluation & cost-effectiveness information (where available)³ Suburb(s) or LGA Region(s) No. of respondents utilizing that program/approach in the region Local evaluation completed & available Evaluated elsewhere Local study Cost-effectiveness study elsewhere 1 286 Rhythm Sticks SE 1 2 Abecedarian (including 3A Australia) NE SW 1 5 x x 3 4 year-old Kinder screening program SE (R) 1 4 ABC and Beyond NW SE 1 1 5 AAC (Alternative Augmentative Communication) (including PEC, Key word sign) NE NW SE SW 4 10 7 3
29 Early screening for 4 Central Gippsland SE (R) 1 Uncertain N/a Uncertain N/a 30 Embedded Literacy Experiences in the curriculum for babies and toddlers Docklands SW (M) 1 31 Family Early Learning Partnership (FELP) NW 1 32 General information and support for parents & the wider community NE NW SE SW 15 26 25 26 N/a 33 Go Goldfields NW (R) 1 34 Hanen (unspecified or adapted) NE NW SE SW 4 8 10 3
35 Hey Babe SE 1 (Australia) N/a Uncertain N/a 36 HIPPY NE NW SE SW 0 3 2 0 (Australia) (Australia) 37 Incredible Years SE 1 Uncertain Uncertain 38 Individualised advice SE (M) 1 N/a 39 Intensive support playgroups NW 1 (Australia) N/a Uncertain N/a
40 It Takes Two (Hanen program) Hoppers Crossing, Altona, Williams Landing NE NW SE SW 3 12 9 6 Uncertain Uncertain Uncertain 41 iTots NW 2 42 Jive, Jiggle and Jump SE (M) 1 43 Key worker approach Maribynong, Brimbank, Melton, Hobsons Bay SW (M) 4 N/a 44 Language Stimulation Techniques NE NW SE SW 3 6 4 5 N/a
52 Little Language Learners group SE (M) 1 53 Little Stars (based on PCMG) SW 1 54 Little Wrens SE 2 55 Looking Glass SE 1 56 MAKATON SE SW 2 1 57 Making Words Sparkle NW 1 58 Music, singing & rhymes NE NW SE SW 11 11 6 17 N/a
59 New Parent Groups / New Parent Education sessions NE NW SE SW 2 1 2 1 60 Parent and Toddler Language program SE 1 61 Parent education NE NW SE SW 1 1 3 3 N/a 62 Parent-child attachment and relationship building NE NW SE SW 1 5 3 2 N/a
67 PEEP (Peers Early Education Partnership) Learning Together program Benalla, Greater Shepparton NE (R) 2 x x x 68 Picnic in the Park NE 1 69 Play Learn Grow NE NW SW 2 1 1 70 Play Learn Read Richmond Frankston, Mornington, Carrum Downs Geelong North NW (M) SE (M) SW (R) 1 3 1 x x x x 71 Play Matters supported playgroup Warragul SE (R) 1 x N/a x N/a 72 Play2Learn Supported playgroup Bairnsdale SE (R) 1 73 PlayBall Kids Sports NE 2 74 PlayConnect (playgroup) Various locations across Victoria
81 Reading books, story-time and library activities NE NW SE SW 29 33 30 46 N/a 82 Read with me (library outreach program) NW 1 83 Reading Discovery Warnambool Mildura SW (R) NW (R) 2 1 x N/a x N/a 84 Sing & Grow Various locations across Victoria; focus on metropolitan areas with some regional programs All (with a focus on Metropolitan) (Australia) Uncertain 85 smalltalk Glastonbury and various other sites across Victoria including City of Ballarat, City of Knox, City of Darebin & Shire of Yarra Ranges All (M & R) x N/a x N/a
95 Talking Matters Bendigo Drop-in clinic NW 4 96 Talking the Talk Sunshine SW (M) 1 N/a Uncertain N/a 97 Talking Together NW 1 98 Taralaye Early Learning program NW 1 99 Target Word (Hanen) NE NW 1 1 100 Teacher Talk Brimbank LGA SW M Uncertain Uncertain Uncertain Uncertain 101 Tech for Tots SW 1 102 The Embedded Literacy Experience Resource Docklands SW M 103 Tiny Humans, Huge Potential SE (M) 1
104 Toe-tapping Toddlers NW 1 105 Triple P SW 1 (Australia) Uncertain 106 Tuning into Kids NW SE SW 1 1 1 (Australia) Uncertain (Australia) Uncertain 107 Video Parent-Child Interaction Therapy NE NW SE SW 0 2 1 2 108 Visual aids (excluding PECS) NE NW SE SW 5 8 11 5
Appendix 10 Further information about common programs used in Victoria Program Participants Intervention Setting Key Strategies Evidence to indicate effectiveness Common programs identified through the survey It Takes Two Parents of children (0-5 years) identified as having a language delay Group sessions for parents Three individual visits to families – parents are videotaped as they practice strategies Community setting & home visits Delivered by: a speech pathologist -a family-centred program; parents are involved in the intervention thereby strengthening their ability to help their child -makes use of everyday activities and interactions within family life -the interaction between adult and child is the means by which children learn -teachers parents to be responsive (The Hanen Centre, 2011) Yes – multiple studies indicate that the program is effective (see Girolametto, 1988; Tannock et al, 1992; Girolametto et al, 1996) Parent Child Mother Goose Parents and children (0-4 years) Group sessions for parents and children (2 hours) Includes time for parents to interact, time for children to play together Various settings including community settings Delivered by: trained facilitator -uses oral traditions of rhymes, songs and storytelling which become a resource for parents to use during daily activities and routines At least two published studies indicate that the program is effective (see Scharfe, 2011; Terrett et al, 2013) Let’s Read Maternal and child health nurses and parents of Maternal and child health nurses model shared reading activities to parents Clinic-based program -nurses were trained to deliver 5 minute intervention to parents during well-child visit An RCT of the initiative demonstrated the program was not effective in terms of children’s vocabulary production
children aged 0-18 months living in relatively disadvantaged areas and provide them with information and free books Delivered by: maternal and child health nurse -nurses delivered, modelled and discussed the Let’s Read intervention messages and free resources were distributed -guidance materials were and designed to promote shared reading and communication or parents’ literary activities at 2 years of age (Goldfeld et al, 2011) and did not lead to improvements in emergent literacy and language outcomes or literacy activities at 4 years of age possibly because it was not targeted enough (Goldfeld et al, 2012) Baby Time/Toddler Time Parents and children (0-12 months – Baby Time; 1-3 years – Toddler Time) Early literacy enrichment program Community settings Unclear who the program is delivered by Unclear Unclear
Table 18: Overall alignment of three programs with the requirements of the VEYLDF Program Scores Total score (max=84) Overall alignment to the VEYLDF (strong, moderate or weak) Family-centred practice (max=10) Partnerships with professionals (max=14) High expectations (max=10) Equity & diversity (max=16) Respectful responsive (max=10) Integrated teaching & learning (max=14) Assessment for learning and development Reflective practice (max-10) Learning Language & Loving It 4 12 7 5 8 13 Not applicable 7 56 Moderate Joint attention 4 4 7 4 5 11 7 42 Moderate Teacher Talk* 4 7 6 5 7 14 5 48 Moderate * Teacher Talk incorporates three training sessions – only one of which is mandatory. This assessment is based upon the assumption that all three training sessions are undertaken. Practice Principle 1: Family-centred practice Family-centred practice is defined as: “a set of values, skills, behaviours and knowledge that recognises the central role of families in children’s lives… and involves professionals and families working together to support children’s learning and development” (Kennedy & Stonehouse, 2012). Important factors used in our analysis of the programs against Practice Principle 1 were: Foster respectful relationships and responsive engagement through welcoming and culturally inclusive environments Share information with families using a range of styles and kinds of communication to foster engagement in planning for children’s learning and development Regard families as experts on their children’s lives and actively seek children’s and families’ views and take them into account in practice (shared decision making) Offer choices and encourage families to make decisions Take responsibility for initiating and sustaining family-centred practice The following tables describe the alignment between three programs: Learning Language and Loving It, the Joint Attention program and Teacher Talk according to each of these five practices. The assessment of alignment was based upon the information available to us regarding each program. The maximum score for this Practice Principle is 10. Overall level of alignment with this Practice Principle are categorised as follows: 0-3 = weak level of alignment 4-7 = moderate level of alignment 8-10 = strong level of alignment
Table 25: Learning Language and Loving it – Alignment with Practice Principle 3: High expectations for every child Practices that reflect high expectations for every child Does this program encourage or facilitate these practices? Score Yes (Score = 2) Partially (Score = 1) No / Not applicable/ Insufficient information (Score = 0) Communicate high expectations to every child, every day 2 Comments Trainees in the program are taught to apply interaction strategies with children which reflect the principles that communicate high expectations (i.e. respect and responsiveness) (Kennedy & Stonehouse, 2012c, p. 10). For example, one strategy trainees are taught is strategies” which encourage children to initiate and engage in conversational interactions which educators can then use as a way of providing responsive language input on the child’s topic of interest. To that extent, the program teaches EC educators strategies to encourage children’s efforts and capitalise on children’s interests Advocate for high expectations with parents, colleagues and other professionals 1 Comments This program is designed to teach EC educators the skills to work with children and is not designed to develop their skills to work with families, however the knowledge and skills learnt through the program may provide a foundation for advocating for high expectations with parents, colleagues and other professionals Enable every child to experience success by providing 2
children as active participants for sustainability, influencing the quality of life now, and for future generations Comments Based upon the available information, there is nothing to indicate that the program explicitly encourages children to be active participants for sustainability. Total score* 4 Alignment with this Practice Principle of the VEYLDF Weak Table 30: Teacher Talk – Alignment with Practice Principle 4: Equity and diversity Factors that reflect a commitment to equity and respect for diversity Does this program encourage or facilitate these practices? Score Yes (Score = 2) Partially (Score = 1) No / Not applicable/ Insufficient information (Score = 0) Support children’s evolving capacities to learn from birth 2 Comments The training program’s strategies are designed to support children’s evolving capacities to learn – with a focus on language development. Like LLLI, the program is theoretically founded on the importance of responsivity, which suggests it will support professionals to respond to the unique skills and abilities of every child. Ensure that the interests, abilities and culture of every child and their family are understood, 1
to communicate and interact across cultures is unclear. Give priority to warm, respectful relationships between professionals and children 1 Comments One of the theoretical foundations of LLLI is the responsivity hypothesis which promotes the use of responsive language input (i.e. building on the child’s focus or topic of interest). In this respect, the program encourages a responsive EC environment – one of the features of warm, respectful relationships. The program also encourages respectful interactions between educators and children through, for example, strategies that encourage balanced conversations that require educators to listen carefully to children and not dominate the conversation. Although these aspects of the program clearly help to create a warm, responsive EC climate, the program is not intended to teach educators how to respond appropriately to children’s emotions (even though that may be an indirect effect of their responsive interactions with children) and in that sense only partially meets this criteria. Encourage and support children to have respectful relationships with other children and to teach and learn from each other 2 Comments One of the three “clusters” of responsive interaction included in LLLI is interaction-promoting strategies which urge educators to encourage conversations between educators and children in small groups – which offer opportunities for children to teach and learn from each other. Interact with children to extend their learning in a variety of ways 2 The foundations of the program – which include responsive interaction, child-oriented strategies and
communicate and interact across cultures Comments Based upon available information there is nothing to indicate that the program encourages or enables EC professionals to understand, communicate and interact across cultures. Give priority to warm, respectful relationships between professionals and children 1 Comments The concept of ‘joint attention’ is founded upon the practice of on focusing attention on an object that a child is paying attention to, following the child’s gaze and then talking with the child about the object. In this respect, the program encourages a responsive EC environment – one of the features of warm, respectful relationships. Although these aspects of the program clearly help to create a responsive EC climate, the program is not intended to teach educators how to respond appropriately to children’s emotions (one of the practices that characterizes warm, respectful relationships), there the program only partially meets this criteria. Encourage and support children to have respectful relationships with other children and to teach and learn from each other 0 Comments Based upon the available information, the program focuses upon educators’ interactions with children rather than children’s relationships with each other. There is nothing to indicate that the program encourages educators to build or maintain respectful relationships with other or to teach and learn from each other. Interact with children to extend their learning in a 2
might encourage peer interaction (e.g. making the most effective use of space in the classroom). The sessions also teach educators to encourage a variety of groupings for interactions which provides children with opportunities to teach and learn from each other. Interact with children to extend their learning in a variety of ways 2 The program teach educators a variety of strategies allow children to extend their learning and includes a variety of strategies – tailored to children’s interests and abilities – which are designed to engage children in interactions and conversation with educators and with each other. Listen and respond to children with full attention, engaging in ‘shared, sustained thinking’ 2 Comments The program encourages a responsive EC environment, with a focus upon children’s unique interests and abilities which requires listening and responding to children with full attention. Total score* 7 Alignment with this Practice Principle of the VEYLDF Moderate Practice Principle 6: Integrated teaching and learning approaches Integrated teaching and learning approaches are define as those that’ “combine guided play and learning, adult-led learning, and child-directed play and learning” (Kennedy & Stonehouse, 2012f, p. 3). Important factors used in our analysis of the programs against Practice Principle 6 were: Engaging with children in play Combine guided play and learning, adult-led learning, and child-directed play and learning Having conversations and interactions that support learning Planning experiences to deepen and extend children's knowledge, understanding and skills Differentiating learning opportunities for individual learners Planning a balanced curriculum using all five Learning and Development outcomes
educators and children”; and (c) language-modelling strategies (reflecting the adult-led learning approach) where EC professionals “provid[e] models of more advanced oral language and emergent literacy knowledge” (The Hanen Centre, 2011, p. 3) Having conversations and interactions that support learning 2 Comments The program encourages educators to have conversations and interactions with children as a way of enhancing their language and literacy outcomes Planning experiences to deepen and extend children’s knowledge, understanding and skills 2 Comments The program encourages educators to focus on children strengths and interests when working with them. It is reasonable to assume changed practice would support improved curriculum decisions and therefore planning. Differentiating learning opportunities for individual learners 2 Comments The responsive interaction strategies that EC educators are taught as part of the program encourage interactions with children that are built upon children’s unique interests. They encourage conversations that are as well as small group interactions and that are tailored to respond to children’s interests. The fact that a range of strategies are taught (multiple strategies for each of the three “clusters of responsive interaction strategies”) indicates that a range of approaches are available to EC educators to utilise in order to meet the learning needs of individual learners. Planning a balanced 2