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Promoting language and literacy skills in the early years: lessons from interdisciplinary teaching and learning

De Montfort University, UK, jwrigh05{at}dmu.ac.uk

Joy Stackhouse

The University of Sheffield, UK

Janet Wood

University College London, UK

The recent focus on joint training programmes to support the development of interagency/interdisciplinary collaboration places considerable emphasis on interprofessional education at undergraduate and postgraduate level. It is therefore important to ensure that interprofessional learning is embedded in Continuing Professional Development (CPD) and that professionals across health and education who work together to support children with communication problems can develop a better understanding and appreciation of each other's roles (Wright et al., 2004). This paper presents the findings from a study of interdisciplinary training for early years practitioners aimed at improving identification, understanding and practical support for children at risk of language and literacy difficulties (Wood, Wright and Stackhouse, 2000). Specific activities designed to facilitate interdisciplinary learning are presented and what the practitioners on the courses took away in terms of knowledge, skills and attitude is discussed.

Key Words: early years • evaluation • language • literacy • training

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