Boys are not meeting the early years outcomes in communication and language
Recent studies have shown that boys are falling behind with the communication skills they crucially need. Nearly 25% of boys are not meeting the early years outcomes in communication and language and therefore struggling to discuss their thoughts and feelings. This figure is nearly double that of girls who are not developing the language skills needed to express themselves. It is feared that this breakdown in language skills among boys will lead to them feeling lost because they cannot verbally express themselves.
What is causing these delays?
It is believed that the gender gap in language development can be seen before a child reaches their first birthday. If this is the case, why is this not being noticed earlier and interventions put into place?
Some feel this is happening because boys are less involved in language rich experiences such and singing, rhymes and reading and listening to stories together. There are many ways in which children can be encouraged to join in with song times, and they can be made more interactive using things such as song cards or using lots of actions. Boys are thought to be more advanced in gross motor skills compared to language so incorporating the two is a great way to make it more interesting and less challenging for boys to join in.
Also using boys interests to build on language skills is a great way to encourage language development. This should also be shared with parents so that parents can support their child fully. Using a next steps flower for each key person means an interest can be logged and then planning created around this. For example, if a child loves cars, put this onto the flower, so all practitioners are aware and then plan to find and read car books with a child or sing songs about cars.
Tackling the problem
Many are suggesting the most effective way to tackle the gender gap is by early years settings employing more graduate leaders. Studies have shown that settings with some graduate leaders demonstrate a more effective provision and become Ofsted outstanding.
Graduate leaders can fully support a child and decrease the poverty and gender gaps. Boys from impoverished backgrounds are the most likely to suffer from language delay and it is important that more support is put in place to identify when support is needed and to be able to put steps quickly into place.
Communication and language support tools are an easy and effective way to identify when a child needs support. Once a child with a need has been identified creating and completing supporting activities are the key to tackling any delays or problem areas. Using a scheme such as together let’s talk can offer all the support needed to really make a difference in children’s communication and language skills.
Outstanding practice and high-quality activities, settings and practitioners are the key to narrowing gaps and ensuring all children develop the skills they need to succeed in school and to be able to express themselves. The implications of these skills not being supported and gained early enough can have a detrimental effect on a child’s outcomes, for learn more about this go here (http://www.earlyyearscareers.com/eyc/latest-news/importance-of-early-language-skills/) For a long time now there has been an emphasis on improving qualifications and training within the early year’s sector and although steps are being taken to improve this there is not enough to encourage graduates to stay working within the early years.