An early years language development project The Glen and Mayfield, Cork Supported by: Tom Cavanagh TomarTrust In Ireland, nearly one in three children in Irish schools in disadvantaged communities has severe literacy difficulties. - Eivers et al, In Ireland, nearly one in three children in Irish schools in disadvantaged communities has severe literacy difficulties. - Eivers et al, Parents are the primary educators of the child and have a pre-eminent role in promoting her/his well-being, learning and development. - Síolta,2006

Training Coaching Speech & language therapy & support Happy Talk Model Creche Home Preschool Junior Infants & Beyond Language Rich Environment Storypoint Bus posters Nibbles & Twitch Newsletter Assessments & Referral children’s language improves parent & child Parent child Assessments & Referral ECCE staff Whole setting audit/support Book Area audit/support Transition Flower Rhyme & rap Parents Plus & coaching PEEP Storybooks

staff ‘coachability’ involving parents  managers/ECCE  incentives  childcare  Borrow-a-book  branding  creche strategy inter-agency working  top-down support  supports made concrete quality in early years settings  mentoring behaviour issues / parenting skills  Parents Together  parent coaching  PEEP legacy  manual Challenges Strategies  understanding  relationships  flexibility

Some highlights Engagement: 450 children engaged each year 100 staff engaged each year 789 parents engaged 127 babies & clinics Referrals: 42 children referred to HSE SLT 28 Early Intervention Intake Forum & and Assessment of Need Officer 29 children have been referred to SENO 89% of children referred from Happy Talk attended for HSE SLT appointment. Awareness: high levels of awareness of Happy Talk – building a language rich environment Measurable gains in children’s language development 13 pre-schools 6 creches 5 Primary schools 3 PHN clinics

Results % children with speech and/or language delay reduced

Recommendations  Deliver speech and language interventions in community settings  Support parents’ role through training & coaching  Support quality development in early years settings  Provide pre-service and in-service on speech and language development  Develop a collaborative interagency approach to service delivery: statutory & community Thank you!