Eliciting the impact of continuous professional development training in speech and language development, on the knowledge, skills and practice of early years practitioners
Oral language skills of children entering nursery aged 3 years, have been identified as delayed in up to 50% of the population in deprived, urban areas. However, a wealth of research evidence indicates that language skills can be augmented by specific practices, activities and environmental resource...
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University College London (University of London)
2013
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576977 |