Childminder training study suggests language improvements in children
Pilot study provides evidence that training for childminders can support and improve language development in early years children.
The negative impact of the Covid-19 pandemic on children is well documented. One of the most significant effects was on early years development, with children suffering delays to their language development and social, emotional and physical skills.
The evaluation of the Communication Friendly Home-Based Settings Programme (CFHBS) led by School of Education’s Professor of Early Years’ Education Louise Tracey with Dr Erin Dysart and Dr Aimee Code, sought to address these language development delays through effective professional development in the early years.
The evidence-informed programme, developed by Elklan Training Ltd, was funded by Stronger Practice Hubs (SPHs) and the Education Endowment Foundation (EEF) as part of the Department for Education’s Early Years Recovery Programme, to support education recovery following the pandemic, and to develop our understanding of effective professional development in the early years.
Improving Continuing Professional Development
Variability and diversity between childminders (including in prior experience and qualifications) is widely acknowledged to be significant. One of the key drivers of the study was that research on continuing professional development for childminders is sparse and there is a current lack of knowledge of interventions in England with childminders. The pilot study sought to contribute to the knowledge base relating to feasibility and accessibility of childminder-based Continuing Professional Development (CPD), interventions and evaluations.
Communication qualifications for childminders
Childminders participating in the study could either complete the Let’s Talk with Under 5s (LTU5s) course or the Speech and Language Support for 3 – 5-year-olds (SLS 3 – 5s). Participation in these courses led to an accreditated qualification through an Ofqual approved and regulated national awarding organisation as well as receiving ‘Communication Friendly Home-based Settings’ status. Whichever route they took, childminders participated in live webinars – delivered virtually in groups of 10 by an Elklan Training Ltd. tutor – and completed a learning log to support their reflective practice. Childminders following the SLS3-5s route also accessed online learning sessions.
Pilot study evidences positive impacts
Evidence from the pilot study found that childminders taking part in the programme perceived positive impacts on children’s speech, language, and communication, especially in expressive vocabulary. Childminders reported increased skills, knowledge, and confidence across both variants of the programme, with greater gains among those following the SLS3–5s route compared to the LTU5s. They also reported changes in their practice, particularly in modelling language and adult-child interactions.
Next steps
The pilot highlighted that while childminders greatly valued the training they received, many expressed concerns about being able to afford the programme without financial support. The researchers argue that there is a pressing need to rethink the way in which training for childminders is currently funded, especially for evidence-based programmes which can positively benefit the children in their care.
The EEF have decided to commission an efficacy trial of CFHBS which will be delivered in early years settings in the 2026/27 academic year.
The full report can be found here.
Professor Tracey’s and Dr Dysart’s other research projects can be found here:
Efficacy Trial of Peer-to-Peer Coaching | School of Education | University of Leeds
Efficacy trial of Writing Roots | School of Education | University of Leeds (with Dr Paula Clarke)
Pilot Study of the Plan, Do, Review Approach | School of Education | University of Leeds
Efficacy trial of Concept Cat | School of Education | University of Leeds
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