Analyse The Factors That May Affect Children's Language Development

There are many factors that can affect a child’s language and communication. Some of these factors can be positive; however, some can be negative. A cultural factor affecting emergent literacy could be children who have English as an additional language (EAL) this is because they know more of their native language than they do English and can be difficult to grasp another language at such a young age. Also some EAL children may have the knowledge of the English language and can speak the language however; their self-esteem, self-confidence and shyness could play a part in this and therefore may not be willing to use the English language. Also, EAL children may find it difficult to grasp the English alphabet. This is because in the English alphabet

This could be a positive and a negative impact based on their personal beliefs, values and experiences. If parents talk to the child constantly every day due to the parents believing that emergent literacy is important; parents are helping their child develop their language and communication skills as by talking the child is being introduced to new vocabulary. Therefore, their emergent literacy skills as a whole are widely developed and are being consistently developed. However, if parents do not believe that children’s emergent literacy is important or that it is not valued within the family, this could cause a negative impact on a child’s emergent literacy and their development. This is because a child may not have as much social interaction with their caregivers and therefore their vocabulary used could be limited. By the parents not talking to children enough or little social interaction this then leads to social deprivation.

By working in partnership with parents, practitioners are able to get some information based on the child to help with the planning of activities for the child. In addition to working with parents, the setting would have the support of parents therefore; the child’s emergent literacy is more likely to develop at home. This is because if parents are supportive, they may be reading to the child at home or encouraged to do so by the setting not only in the early years but also from year 1 (key stage 1). Also, working with parents allows the sharing of information. Whilst in the setting, the practitioners will need to plan activities based on the child’s interests but also their age and stage of development based on the EYFS. Whilst activities are being planned and carried out, practitioners need to ensure that they are observing children and recording so that the planning can continue in order to develop their emergent literacy based on the EYFS. The EYFS is used until the end of Reception. From the start of year 1, teachers will be using the National Curriculum in order to plan activities for the children. The working with parents does not stop when the child leaves the early years setting; this is because teachers in school need to be working in partnership with parents to review and report back to the