It is widely recognised that many young children are struggling with their speech and language. Covid-19 appears to have exacerbated what was already an area of concern and, in national data published by the Office for Health Improvement and Disparities (2022), 14 per cent of two-year-olds were presenting below the expected level in communication skills in 2021/22, compared with 11 per cent in 2019/20 (Public Health England, 2021). As a result of this, many settings have been exploring intervention strategies.
Literature often discusses a communication-rich environment, but does not explore what this looks like. My research set out to define this – how the play and learning space can support and develop speech and language in the best way possible. This adopts the Reggio Emilia approach of the environment being the third educator. It also recognises that children cannot and should not have adult engagement at all times, but should have the opportunity to engage in a playful manner within an environment that supports them accordingly.
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