The linguistic, cultural and social context in which children are immersed at home will influence their capacity to learn. Children arrive at school with vast differences in their vocabularies and oral language skills, leaving them vulnerable to social, emotional and academic difficulties as they progress through school (Beck & McKeown, 2007; Biemiller, 2007). This paper reports, in case study style, the outcomes of a family focused intervention program for parents of young children with language delays. The program It Takes Two to Talk© was offered to 7 parents of children aged 2 to 4 years who had been identified as having a significant language difficulty or delay. As the twelve-week program was implemented, the parents’ knowledge about language development and their skills in supporting and scaffolding their children’s language was tracked through focus group meetings and analysis of video recordings of them interacting with their children while supported by a speech pathologist. The paper reports the effects of the training program on parent-child interactions and on the parents' understanding of, and responsiveness to, their children’s communication.
|Keywords:||Early Language Development, Early Intervention, Parent Program|
Director - Fogarty Learning Centre, Faculty of Arts and Education, School of Education, Edith Cowan University, Joondalup, Western Australia, Australia
Associate Professor Early Childhood, Faculty of Education and Arts, Edith Cowan University, Mt Lawley, Western Australia, Australia
Edith Cowan University, Ashdale, Western Australia, Australia
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