Exploring the concept of child to staff ratio in England: A childminder perspective
by Susanne Rice
Promoting Language Development and School Readiness Through Ideal Adult-to-Child Ratios
Language development and school readiness are foundational aspects of early childhood education that significantly influence children's lifelong learning and social interactions. To address these critical areas, I will be designing surveys and assessments tailored for reception teachers, early years practitioners, and reception children themselves. These will focus on the crucial role of adult-to-child ratios in fostering an environment that supports children's growth.
The Importance of Adult-to-Child Ratios
Adult-to-child ratios in early years settings play a vital role in shaping children's language skills and readiness for school. Smaller ratios ensure that each child receives the individual attention and support needed to thrive. My surveys will be designed to gather valuable data from reception teachers, early years practitioners to help me understand the impact of these ratios on children's development.
Surveys for Teachers and Practitioners
The surveys for reception teachers and early years practitioners will focus on how they support language development and school readiness. By gathering data from experienced professionals, I aim to identify best practices and areas for improvement, ensuring that all children can thrive.
Engaging Children in Assessments
Understanding children's perspectives is equally important. A vocabulary test and language skills survey for reception children will be designed to be engaging and age appropriate. These assessments help me gauge children's understanding of spoken language, vocabulary, and their ability to follow instructions, all within the context of their early year’s settings.
Why This Research Matters
Smaller adult-to-child ratios allow for more personalised interactions, leading to better language development and school readiness. Language competence impacts both social and intellectual functioning, making it essential for children to have quality interactions with adults. By exploring the connection between adult-to-child ratios, language development, and school readiness, we can create a supportive environment that nurtures children's growth.
Susanne Rice is a childminder working mainly with under 5s. She’s a postgraduate student at University of Portsmouth, now in her 3rd year of Professional Doctorate in Education. She is at the beginning of her research phase and, through a poster presentation, she will be sharing her research proposal at BECERA.
References
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Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. PNAS, 118(17), 1–7. https://doi.org/10.1073/pnas.2022376118/-/DCSupplemental.y
Fung, P., St. Pierre, T., Raja, M., & Johnson, E. K. (2023). Infants’ and toddlers’ language development during the pandemic: Socioeconomic status mattered. Journal of Experimental Child Psychology, 236. https://doi.org/10.1016/j.jecp.2023.105744
Girard, L. C., Pingault, J. B., Doyle, O., Falissard, B., & Tremblay, R. E. (2017). Expressive language and prosocial behaviour in early childhood: Longitudinal associations in the UK Millennium Cohort Study. European Journal of Developmental Psychology, 14(4), 381–398. https://doi.org/10.1080/17405629.2016.1215300