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Child Language Teaching and Therapy, Vol. 19, No. 2, 211-229 (2003)
DOI: 10.1191/0265659003ct251oa

Exploring early years professionals' knowledge about speech and language and development and impairment

Carolyn Letts

Elaine Hall

School of Education, Communication and Language Sciences, University of Newcastle upon Tyne, Newcastle upon Tyne, UK

This paper reports findings of a questionnaire study that was carried out in the North East of England. It reports early years professionals' need for training, levels of confidence, and the accuracy of their judgements regarding children's speech and language. Variations in confidence and accuracy of judgement are analysed to explore the effects of different professional training and the kinds of setting in which early years practitioners work. Findings are discussed in the context of increasing demands on early years staff both to identify language difficulties and to work more closely with other professionals to support children with special needs.


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