Early conceptual vocabulary and early numeracy development in children ages 3-4 Other
Conditions
Interventions
Random allocation at the level of early years settings (pupils aged 3-4).
Control settings will deliver instruction as usual whilst treatment settings will deliver instruction using the Concept Cat m
including those with limited language. One word is taught per week
allowing opportunity for deep understanding to develop. Rather than general vocabulary, Concept Cat specifically teaches early verbal concepts (such as ?‘before, early and through’) core to the curric
- a free initial three-hour training session for a lead practitioner and one hour training for all staff (delivered remotely) by Thinking Talking
- funding to cover staff attendance at the training
and
- visits from specially trained ?‘Concept Cat Coaches’ to provide modelling and in-school support sessions. This will be delivered half termly
Sponsors
Education Endowment Foundation
Eligibility
Sex/Gender
All
Age
3 Years to 4 Years
Inclusion criteria
Inclusion criteria: To ensure that we are evaluating the programme’s impact on pupils for whom Concept Cat is believed to be most suitable, the following inclusion will be applied in pupil selection: 1. Pupils who are in Foundation 1 and aged three to four during the academic year 2023/2024. 2. Pupils who are registered to attend the setting for a minimum of 15 hours per week.
Exclusion criteria
Exclusion criteria: Pupils will not be eligible to participate in the evaluation if, at baseline: 1. They are not between three- to four-years old; 2. They are judged by setting staff as unable to sit and follow a short adult-selected task. This is because these needs would prevent them from accessing the assessments; 3. They attend the setting less than 15 hours per week; 4.T hey are unable or unwilling to take part in baseline testing (i.e., because of speech and language difficulties or special educational needs).
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Early conceptual language development will be measured by comparing children's scores on the Basic Concepts subtest of the Clinical Evaluation of Language Fundamentals Preschool-2 UK (CELF Preschool-2 UK) instrument before and after the delivery of the intervention. | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Early conceptual vocabulary development will be measured using children's scores on the Concepts and Following Directions subtest of the the CELF Preschool-2 UK, administered after the intervention is completed. 2. Early numeracy will be measured using the Early Years Toolbox's Early Numeracy Assessment, administered after the intervention is completed. | — |
Countries
England, United Kingdom
Contacts
Public ContactElena;Elena Rosa Brown;Speciani
;
Outcome results
None listed