Reception classes provide a supportive environment for children to learn language but we know that not all children have had the same opportunities to
develop their language skills before starting school, with some children experiencing a more language rich environment than others.
Not exact matches
For example, while many black children begin
developing English oral -
language skills years
before formal schooling, many Hispanic children must
develop English
language proficiency as they are simultaneously learning academic content.
ELLs should be given numerous opportunities to
develop oral
language before and during their development of literacy
skills.
Most of us know our students are far behind where they should be, especially when it comes to these early
developing language skills that typically emerge
before students come to school.
Most likely, this happened sometime in your first few years of elementary school --- kindergarten or first, second, or third grade — building the vocabulary and
language skills you began
developing earlier in your life, starting in infancy and even
before you were born.
All species communicate with body
language, and as humans we
developed this communication
skill before speech.
It is important to lay good foundations of safety
before expecting a baby to
develop more complex cognitive
skills such as
language.
Disadvantaged children tend to fall behind
before their second birthday: Children whose families lack economic and educational resources — those who are in the lowest socio - economic group, who live in poverty, whose parents have less education, or whose mothers are not employed — tend to lag behind their peers who have more of these resources in
developing language skills, early math, and social - emotional indicators by age 2.
Babies who are diagnosed with a hearing loss and start receiving early intervention
before six months of age can
develop better speech,
language and learning
skills than babies whose hearing loss is not diagnosed until later.