Children's experience, understanding, and use of adjectives across the socioeconomic spectrum.

Lead Research Organisation: University of Leeds
Department Name: Sch of Languages, Cultures and Societies

Abstract

Children need a solid command of adjectives and other forms of descriptive language (e.g. adverbs) to communicate successfully. At school, adjectives are explicitly taught as a way for children to develop their narrative abilities and language complexity. Adjectives are essential for describing and differentiating. They can increase vocabulary, which is highly predictive of children's subsequent achievement, i.e. children who arrive at school with good language skills have better chances at school, better chances of entering higher education, and better economic skills in adulthood (Blanden, 2006).

However, children are unable to use adjectives flexibly until around four years of age, a late stage compared to the acquisition of other open word classes. Despite their clear importance and relatively late appearance, adjectives have received little attention by researchers. Crucially, adjectives may present particular challenges to children with or at risk of language delay (Ricks & Alt, 2016), yet speech and language therapy has not typically focused on this aspect of language.

This project will transform our understanding of how young children experience adjectives and how they use that input in their own developing speech. By examining children's psycholinguistic processing within its social context, we will reveal how socioeconomic background affects developmental mechanisms, integrating research strands previously kept separate. An integrated approach is vital for fully understanding the challenges children face when acquiring adjectives. Our findings will enable us to identify the very best ways of boosting children's language at home and at school, across the socioeconomic spectrum. In a series of experiments, I will survey the descriptive language that children hear, measure 3-year-olds' comprehension of a range of adjectives using state of the art eyetracking methods, develop an innovative method which enables laboratory-grade measurement of children's language processing in response to their caregivers' naturalistic speech, and evaluate the effectiveness of a randomised controlled family-based language intervention. With community groups, practitioners, and national organisations, I will use the findings to co-produce accessible materials for promoting language in children from a range of backgrounds.

Children's language experience and skills vary widely as a function of their socioeconomic background. Children from the lowest UK income quintile can be up to 19 months behind their more affluent peers in vocabulary development on school entry (Sutton Trust, 2012), and the increased risk of early language problems for children growing up in socioeconomically disadvantaged families has been well documented. Although the impact of socioeconomic factors on other aspects of language development is clear, their effect on adjective acquisition has not yet been explored. Some of the challenges posed by adjectives may be disproportionate for children from low socioeconomic backgrounds, whose word learning and sentence comprehension difficulties are more likely to hinder their ability to handle descriptive language. More positively, research suggests that the language that caregivers use with their children can help: the more adjectives they use, and the more explicitly they use them in sentences, the more effective their children's use of adjectives will be.

Findings will have important theoretical and methodological implications for research in language development. They will also have significant societal impact. With an expert advisory board, I will use my research findings to co-produce targeted recommendations to families, practitioners, and policymakers working with children facing challenges with descriptive language. The project also offers numerous opportunities for my development as a leading international researcher in language acquisition, and for the project team in their career development.

Planned Impact

The project will provide:
-Empirical evidence about how the language that children hear affects their own language abilities
-Evidence-based advice about how to design language-boosting interventions for young children across socioeconomic groups

Moving from local through to national impact with the project's lifespan, outcomes will benefit:
1. Children and parents/carers. Parents play a central role in children's language development, but may not know the best way of interacting directly with their children to intensify opportunities for speaking and listening (Bercow, 2008). Similarly, the extent to which early language influences children's later development is not widely known. Both these messages will be communicated to families via their visits to the Child Development Unit, via post-study updates, and a report containing easy-to-follow guidance about language-boosting activities.
2. Practitioners in early years education, e.g. Early Years Foundation Stage staff; Children's Centres. The UK government recognises the value of high quality early education, yet providing language-rich environments in early years settings can be challenging. We will provide clear advice about how to enrich the language that children hear, and how to engage parents to maximise language-building opportunities. We will also offer practical support to staff and parents by delivering tailored sessions about language development and school readiness. With the National College for Teaching & Leadership, we will discuss how the workshops could be embedded in the curriculum for nursery professional qualifications. This will be foundational for improved oral language development in initial teacher training, as recommended in the Nov 2016 meeting of the All-Party Parliamentary Group on Speech and Language Difficulties.
3. Practitioners in healthcare, e.g. health visitors, family outreach workers, speech and language therapists. Language interventions have the potential to boost language in children at risk of language delay (i.e. those low on the socioeconomic spectrum or those diagnosed with speech, language and communication needs). However, the most effective way of using them across different groups is not yet clear. Together with clinical members of the advisory board, we will co-produce a report detailing best practice in this area. A co-authored practitioner review article will also be published, providing details of the experimental findings and how they apply to practice.
4. Local groups specialising in play-based communication. Grassroots groups can offer creative approaches to implementing research findings, maximising engagement in end users. However, they typically lack the networks required to connect with research. Throughout the lifecycle of the project, we will explore mutual benefits of our work with these groups.
5. Third sector groups promoting language and literacy. We will provide data about the effect of shared reading or other forms of language play on language development. This will inform the work of national organisations such as The Communication Trust, whose 400 Communication Ambassadors work with 8,000 families in disadvantaged areas of England, sharing information about how families can best help their children's language.
6. Policymakers seeking to improve the life chances of UK children (e.g. Local Authorities, local commissioners of health services, All-Party Parliamentary Groups and secretariats, the Education Select Committee). The preschool years are recognised as being crucial in determining later life chances, with early interventions yielding savings to the UK's economy (Grint & Holt, 2011). Starting with The Communication Trust's What Works database, we will submit recommendations from WP3 to the evidence base of interventions supporting children's communication.
7. Members of the public will benefit from a better understanding of language development via public engagement events.

Publications

10 25 50
 
Description Talking Together through Toys, Tunes, and Tales: ESRC Impact Acceleration Account
Amount £1,750 (GBP)
Funding ID RG.LING.118631.023 
Organisation Economic and Social Research Council 
Sector Public
Country United Kingdom
Start 11/2019 
End 12/2019
 
Description Dr Cat Davies's partnership with Leeds City Council 
Organisation Leeds City Council
Country United Kingdom 
Sector Public 
PI Contribution We have collaborated with Leeds City Council in a number of ways: 1. We consulted on the content of EYFS literacy training for Children's Centre staff across Leeds. 2. Cat Davies is a member of the Communication and Language Task group, comprised of leads from Public Health, Children's Services, Speech and Language Services, Library Services, Children's Speech and Language Therapy Service, Maternity Services and the CCG. The group works on strategies to improve speech, language and communication amongst young children in Leeds and support children and families at this crucial time. For example, we are determining the key messages which could be communicated to professionals and families. 3. Cat Davies consulted on the place of language and communication in the intervention materials for Caring Dads: a support group helping fathers who have been abusive to make positive changes to their behaviour and become better parents.
Collaborator Contribution LCC has provided links to multiple departments to enable us to disseminate our research, e.g. Children's Services, Speech and Language Services, Library Services, Children's Speech and Language Therapy Service, Maternity Services.
Impact In progress
Start Year 2018
 
Description Project team's partnership with Leeds Libraries 
Organisation Leeds Central Library
Country United Kingdom 
Sector Public 
PI Contribution 1. We have designed and delivered two CPD workshops on shared book reading and early language for caregivers and professional practitioners, hosted by Leeds Central library (16/07/2019 and 04/03/2020). 2. We have submitted two joint grant applications to evaluate children's reading initiatives within Leeds Library services. 3. We have consulted on the strategy and rollout of two children's mobile libraries.
Collaborator Contribution Leeds libraries have hosted the CPD workshops, and promoted them through their social media channels, as well as to local schools and practitioners.
Impact We have blogged about the first workshop we ran: https://drjamielingwood.com/post/leedslibraries/ The second workshop will be in March 2020 and a new blog post will follow.
Start Year 2018
 
Description Project team's partnership with Leeds Trinity University 
Organisation Leeds Trinity University
Country United Kingdom 
Sector Academic/University 
PI Contribution Holding scoping meetings for collaborative work with English / EYFS teacher trainers
Collaborator Contribution Samantha Wilkes, Primary Lecturer, Institute of Childhood and Education, LTU will give a presentation at our end-of-project workshop on 21/05/2020.
Impact Samantha Wilkes, Primary Lecturer, Institute of Childhood and Education, LTU will give a presentation at our end-of-project workshop on 21/05/2020. https://sites.google.com/view/children-learning-adjectives/home
Start Year 2019
 
Description Project team's partnership with the Rainbow Factory 
Organisation The Rainbow Factory
Country United Kingdom 
Sector Private 
PI Contribution The project team designed and ran a workshop in November 2019 called 'Talking Together through Tales, Toys, and Tunes'. The workshop took place at The Rainbow Factory (an interactive storytelling education centre) and was inspired to encourage caregivers and nursery workers to talk together with their children in some new and interesting ways.
Collaborator Contribution The Rainbow Factory co-designed and co-ran the 'Talking Together through Tales, Toys, and Tunes' workshop described above. As part of the planning for this event, they invited local schools and families to take part in the event. They also put on an interactive storytelling performance, focusing on language and communication. Stories were brought to life by performers acting out the story, and encouraging children to participate.
Impact We have written two blog posts about the 'Talking Together through Tales, Toys, and Tunes' event described above: https://blog.leedsforlearning.co.uk/uncategorized/supporting-childrens-language-development-through-tales-toys-and-tunes/ and https://drjamielingwood.com/post/impact/
Start Year 2018
 
Description CPD workshop: The power of sharing books with children 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact 30 librarians and early years practitioners attended a workshop hosted at Leeds libraries, in which Dr. Cat Davies and Dr. Jamie Lingwood explored what shared book reading is and discussed how it varies across families, different types of books and in different settings. We also presented evidence from recent research about the power of shared reading and discussed some common opinions and myths about shared reading.
Year(s) Of Engagement Activity 2019
URL https://drjamielingwood.com/post/leedslibraries/
 
Description CPD workshop: Shared book reading to boost children's language and literacy 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact Dr Cat Davies and Dr Jamie Lingwood provided a CPD workshop for nursery/early years practitioners and caregivers. The workshop celebrated the crucial role that EYFS practitioners play in children's lives, and informed and empowered its participants to support children's language and literacy development through reading. More broadly, we exchanged ideas about how EYFS literacy training could be developed nationwide.
Year(s) Of Engagement Activity 2020
URL https://www.ticketsource.co.uk/whats-on/sanderson-room-3rd-floor/leeds-central-library-sanderson-roo...
 
Description Connecting through language: Supporting infants' language and literacy development 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact As part of Babyweek 2019, Dr. Cat Davies delivered a talk on early communication.
Year(s) Of Engagement Activity 2019
URL https://www.babyweek.co.uk/babyweek2019
 
Description Expert for BBC's Tiny Happy People campaign 
Form Of Engagement Activity A press release, press conference or response to a media enquiry/interview
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Public/other audiences
Results and Impact Dr. Jamie Lingwood was filmed as part of the BBC's Tiny Happy People campaign which will be released in March 2020. In this filming he gave advice on children's language learning and development.
Year(s) Of Engagement Activity 2020
URL https://www.bbc.co.uk/tiny-happy-people
 
Description Sharing books, developing minds: How the magic happens 
Form Of Engagement Activity A talk or presentation
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Professional Practitioners
Results and Impact In this talk, Dr. Cat Davies presented research on the importance of Children's Mobile Libraries and the effects of shared reading on children's development. She was invited to deliver this talk as part of the practitioner day for the launch of the Storybuses at Leeds Central library.
Year(s) Of Engagement Activity 2020
URL http://leedsforlearning.co.uk/Article/70255
 
Description Talking Together through Tales, Toys, and Tunes 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach Local
Primary Audience Public/other audiences
Results and Impact 72 children and 48 adults attended this event which was hosted at The Rainbow Factory. The event aimed to empower caregivers and nursery staff to support children's language development through conversation and other activities like shared book reading.
Year(s) Of Engagement Activity 2019
URL https://www.google.com/search?q=talking+together+through+toys+tales+tunes&rlz=1C1CHBF_en-GBGB814GB81...