An early years language development project

The Glen and Mayfield, Cork

Supported by: Tom

Cavanagh TomarTrust

In Ireland, nearly one in three children in Irish schools in disadvantaged communities has severe literacy difficulties .- Eivers et al, 2005.

Parents are the primary educators of the child and have a pre-eminent role in promoting her/his well-being, learning and development. - Síolta ,2006

Training

Coaching Speech &

language

therapy &

support

Happy Talk Model

CrecheHome Preschool

Junior Infants

& Beyond

Language Rich Environment

Storypoint

Bus posters

Nibbles &

Twitch

Newsletter

Assessments & Referral

children’s language improvesparent & child

Parent child

Assessments & Referral

ECCE staff

Whole setting

audit/support

Book Area audit/suppo

rtTransiti

on Flower

Rhyme & rap

Parents Plus &

coachingPEEP

Storybooks

• staff ‘coachability’

• involving parents

managers/ECCE incentives childcare Borrow-a-book branding creche strategy

• inter-agency working top-down support supports made concrete

• quality in early years settings mentoring

• behaviour issues / parenting skills

Parents Together parent coaching PEEP

• legacy manual

Challenges Strategies

understanding relationships flexibility

Some highlightsEngagement:• 450 children engaged each year• 100 staff engaged each year• 789 parents engaged• 127 babies & parents @ clinics

Referrals:• 42 children referred to HSE SLT • 28 Early Intervention Intake Forum & and Assessment of Need

Officer• 29 children have been referred to SENO

• 89% of children referred from Happy Talk attended for HSE SLT appointment.

Awareness:• high levels of awareness of Happy Talk – building a language

rich environment

Measurable gains in children’s language development

13 pre-schools6 creches5 Primary schools3 PHN clinics

Results

2011_2012 n= 48 2012_2013 n=510.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

55.0%

60.0%

65.0%

60.4% 58.8%

43.8% 43.1%

Speech and/or language delay

Pre-Intervention Post-Intervention

% o

f chi

ldre

n w

ith

spee

ch a

nd/o

r lan

guag

e de

lay

Year 1 Year 2

% children with speech and/or language delay reduced

Recommendations Deliver speech and language interventions in community settings

Support parents’ role through training & coaching

Support quality development in early years settings

Provide pre-service and in-service on speech and language development

Develop a collaborative interagency approach to service delivery: statutory & community

Thank you!