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There has been much debate about both the increased emphasis on reading under the revised Schools Inspection Framework and the strengthening of language and vocabulary development in the proposed Early Years Foundation Stage (EYFS) reforms. This has prompted practitioners to reflect on current practice and provision, seeking out strategies and resources to create a rich learning environment that will be most effective in developing communication and literacy skills for all children.
Studies have shown that by the age of two, the disparity in children’s vocabulary development is already clearly evident. It is also acknowledged that, for those who start school with poorer language skills than their peers, their vocabulary deficiency will have a significant impact on their academic progress, not just in literacy but across a range of subjects, and could ultimately affect their future life chances.
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