In her renowned study, Speech and Language Development in Infants and Young Children Caroline Bowen highlights the importance of social interaction in speech and language development:  "Whether they speak early or late, are learning one language or more, are learning to talk along typical lines or are experiencing difficulties, the language acquisition of all children occurs gradually through interaction with people and the environment.

Research continues to suggest that the more we talk to our children, the better at communicating they will become.

Despite an increasing understanding of the common causes of speech and language difficulties, the modern world presents a range of barriers to family time and conversation. When parents fail to time-manage access to TV and computer games for example, opportunities for discussion and discovery become increasingly limited. A recent article in the Telegraph went so far as to blame video games for helping to create speech and language problems amongst toddlers, ahead of a possible nationwide screening of the problem. "Toddlers could be screened for speech problems after evidence that many are so addicted to television and video games that they are failing to learn basic communication skills. The decline of the traditional meal time, the long hour culture in the parent's workplaces, poor childcare with little stimulation and social deprivation are also being blamed," said the article's author, John Bingham. Tests could be carried out by health visitors in a similar way to that in which they check eyesight, hearing and general development, he added.

Only last month, The National Literacy Trust focused on a study that showed the impact of television on language development. The review of 78 studies on toddlers and television was published by the Seattle Children's Institute and University of Washington. In it, said the Trust, Prof Christakis claimed watching TV programmes or DVDs aimed at infants can actually delay language development. One study found that if children under 12 months watched TV for more than two hours a day, they were six times more likely to have delayed language skills, while another found that children who watched baby DVDs between seven and 16 months knew fewer words than children who did not. Believing this to have more far-reaching consequences than the statistics suggest, Prof Christakis said: "TV also replaces other more important and appropriate activities like playing or interacting with parents." Concerned about the lack of regulation for programmes and DVDs aimed at infants, Prof Christakis said claims of educational benefit should be backed up by scientific evidence. Though he believes no harm is caused by occasional short periods of TV, he said that most children watch between one and two hours a day, which is too much.

What can we do as an industry to promote speech and language development?

The Nursery Industry is home to a range of innovative products that promote speech and language development for babies and toddlers. Among the best are those that encourage parents and carers to take the time to talk to their child about what they are seeing, hearing or reading, as part of an ongoing learning process.

The Birth to Three Matters framework describes ‘the hundred languages of children' - body language (including facial expressions and dance); sign language (their own and family inventions as well as an officially recognised sign language); painting, drawing and mark making and oral expression. Even in the womb, babies learn to recognise the speech patterns, tunes and tones of the languages used in their home contexts.

Resources that respond to each of these ‘languages' together with sensitive and supportive parents and carers will have a hugely positive impact on speech and language development. As a retailer, you are in a perfect position to promote this learning by filling your shelves with fun and fascinating products designed to encourage parents to help their children progress.

Geraldine Grandidier, founder of Tidy Books helps break down the barriers to reading...

Parents are quite keen for their children to be introduced to books early on.

People have all sorts of opinions on products for children, whether they should be used or not...I've never come across anyone who didn't think books were important.

I think it's great for parents to read to their children and I think it's equally important for children to access their books independently and explore the images and words...in their own time and space.

I've noticed that children are naturally drawn to books. It's important that they are well presented and easily accessible. It's a real joy to see them sitting there pointing their fingers, turning the pages, absorbed.

The Tidy Books story began when I found out that I couldn't buy the bookcase I had in mind for my daughter, Adele. Traditional bookcases for children (decorated or not) simply made no sense to me. Adele's books, like most children's books were outsize, differently shaped and hard to keep tidy. Children don't choose books from the spine but from the cover and when a child takes a book from a traditional bookcase, the rest collapse.

I set about designing a new book storage system that would be easy for children to use and that would look good in the house, giving books a central place in my home. Working from my own workshop I created "Tidy Books" bookcases first for myself and then for friends. The design worked and the feedback was very encouraging, so I began to work out how I could manufacture the bookcases. After several months of research and design I set up Tidy Books®. The design of the bookcase is not about the bookcase itself, but how it works in the child's environment and how it shows off their books - The alphabet was added so that children could learn while playing, casually and gradually.

What is your role and where do you work?

I am a specialist speech and language therapist working with children aged 0-5 with complex special needs across two child development centres in East Kent. 

I carry out specialist diagnostic assessments for Autistic Spectrum Disorders versus learning disability, so that parents and children can access appropriate packages of treatment. 

My role involves liaison with other settings, for example nurseries, so that programmes can be taken forward across each of the child's settings.  Types of children on caseload include children with neuromuscular difficulties linked to birth trauma e.g. cerebral palsy/ children with syndromes; children with metabolic conditions; microcephaly, autistic spectrum disorders; language delay, semantic pragmatic disorders etc. 

Focus is on early intervention so that parents can take forward aspects and adapt language learning environments to promote effective modeling and to enhance a child's learning potential.  This involves developing programmes and some 1:1 work.

Briefly outline what the organization does?

This is an NHS service, so we work as part of a multi-disciplinary team across three disciplines: health, education and social services. Referred to as Team around the Child it forms part of the government agenda for Every Child Matters and Aiming High etc. 

Outline the development of Speech and Language?

Too tall a question!  But key times for development are:

0-6 months

6-12 months

First word at 12 months +

Speech and language can be promoted by learning through parent-child interaction, opportunities for communication, modeling language, body language and use of gesture.

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