Developing effective language and cognitive skills in childhood are key to a child being able to achieve positive academic, economic, and health outcomes. However, a child’s socioeconomic background can present barriers to the development of these skills during their crucial early years.
Families facing challenges around income, housing, transport, parental education, health, and childcare have fewer resources to devote to supporting their children’s development.
Socioeconomic differences in children’s language development are already present at 18 months. By age five years of age children in the lowest income group have language skills that are, on average, 19 months behind their peers from the highest income group. Similarly, children from the most socially disadvantaged families show deficits in cognitive skills that are the equivalent of 12-18 months when compared to children from the least socially disadvantaged communities. This lag in key skills, which are the foundation for education, employment, and long-term well-being, is a significant challenge to reducing inequality.
Research into language and cognitive development is well-established across several groups at the University of Leeds, spanning the fields of psychology, education, linguistics, and beyond. Research groups, including the Leeds Child Development Unit, collaborate closely with partners in policy and practice. This includes Little Owls, a network of Leeds City Council nurseries, with many in areas of significant deprivation. A range of studies, including family and educational interventions, have helped nurture the development of children through expert- and family support.
Sessions within the Language and Cognitive Development workstream will be participant-led, but may cover:
- Using language to support and narrate everyday activities
- The features of infant-directed speech (e.g. slower speech rate, turn-taking, eye contact)
- Facilitating joint attention
- The use of gestures
- Shared reading between children and caregivers
