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LuCiD / Resources / For policy makers

For policy makers

LuCiD is providing policy makers and commissioners information about the causes of poor language growth, the importance of early intervention, and how to choose the best evidence-based practice.

On this page:

Short evidence briefings

Quantity vs quality of child-directed speech: Which matters most?

Prof Elena Lieven, Prof Anna Theakston and Prof Caroline Rowland, The Universities of Manchester and Liverpool

Is it the number of words children hear (quantity) or the kinds of words we use and interactions we have with children (quality) that make the biggest difference to their language development?

How can our responses to babies’ gestures help with their language development?

Dr Laura Boundy, Dr Thea Cameron-Faulkner and Prof Anna Theakston, University of Manchester

Research has shown that caregiver responses to babies’ gestures can help with their language development. This briefing summarises the evidence.

What works to support parent child interaction in the early years?

Prof Anna Theakston, University of Manchester and Prof Caroline Rowland, University of Liverpool

This briefing summarises the evidence presented in the Early Intervention Foundation’s report Foundations for Life: What works to support parent child interaction in the early years. It was first published as a blog on the EIF’s website in August 2016.

How can parents influence their children’s language development?

Prof Julian Pine and Prof Caroline Rowland, University of Liverpool

We are often asked to recommend good quality research papers on the role that parents have in their children’s language development. In this evidence briefing, we’ve attempted to address this by collating some of the most influential research in this area.

How does shared book-reading help boost child language development in the early years?

Prof Caroline Rowland, Dr Claire Noble, Dr Jamie Lingwood and Anna Coates, University of Liverpool

This evidence briefing summarises the evidence for the role of shared book-reading in children’s language development in the early years (0-5 years). It covers, quite broadly, book-reading situations in which an adult and child (or group of children) sit down to share books together.

Myths and misconceptions about language development in multilingual children

Prof Ludovica Serratrice, University of Reading

According to the 2011 Census, 39% of UK primary school children speak English as an additional language. It is therefore crucial that early years professionals are able to give honest, accurate advice to parents and other practitioners about what we might expect of these children in terms of their language development. This evidence briefing details and debunks a number of misconceptions about multilingual language development.

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Guest evidence briefings

The impact of baby sign on infants and their parents

Dr Elizabeth Kirk, University of York

This evidence briefing provides an objective account of the available evidence that has evaluated the impact of baby sign on infants and their parents.

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Policy reports

We have contributed to the reports below:

Co-authored

Early Language Development: Needs, provision, and intervention for preschool children from socioeconomically disadvantaged backgrounds

Law, J., Charlton, J., Dockrell, J., Gascoigne, M., McKean, C. and Theakston, A. (2017)

A report for the Education Endowment Fund and Public Health England.

Provided expert comment

Language as a child well-being indicator

Law, J., Charlton, J. and Asmussen, K. (2017)

A report for the Early Intervention Foundation.

Foundations for life: What works to support parent child interaction in the early years.

Asmussen, K., Feinstein, L., Martin, J., and Chowdry, H. (2016).

A report for the Early Intervention Foundation.

Written evidence from The Communication Trust (LCS0047)

Foundation years and Government’s life chances strategy inquiry, 7 March 2016.

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Case studies

We are developing a number of case studies to showcase our work with practitioners and to highlight the importance of good quality monitoring, evaluation and training in the early years.

The Oldham REAL Beginnings Project

Kimberley Bell, Stephanie Hargreaves and Anna Theakston, University of Manchester

Oldham Council, the National Children’s Bureau (NCB) and Bridgewater Healthcare NHS Foundation Trust worked in collaboration to deliver the Oldham 0-2 REAL Beginnings project. LuCiD researchers evaluated the effect of the programme on children’s development and parents’ and practitioners’ confidence in supporting them. This case study details the 0-2 REAL Beginnings project.

The Sefton Project

Lauren Kidd and Caroline Rowland, University of Liverpool

Sefton Local Authority School Readiness Team enlisted researchers from the ESRC LuCiD Centre to test the effectiveness of their language and communicative development training of early years practitioners. This case study details the project and highlights the importance of evaluating early years training and interventions.

Story Starters

Julian Pine, Claire Noble and Caroline Rowland, University of Liverpool

LuCiD has joined forces with reading charities, Beanstalk and Dolly Parton’s Imagination Library UK to develop a joint book reading intervention and test its effectiveness in increasing the language skills of disadvantaged 3 and 4 year olds. This case study outlines the project and emphasises that to develop evidence-based interventions that are effective in the real world, we need to think about the likely effects of an intervention and how to measure these from the outset.