Acquiring language is understood to be a key part of a child’s development (Siraj-Blatchford & Clarke, 2003), impacting skills including literacy and behaviour. The number of children identified as having speech, language and communication needs has been increasing by 4-6 percent each year since 2011 and is the most common primary need of children with on the SEN register (Whitaker, 2014). Early intervention is argued to have the greatest impact on the outcomes for children, as well as being the most cost-effective (Law et al., 2001). However, there has been a call to improve the provision for children with these needs due to the variability of the provision children receive (Bercow, 2008). Due to the diverse workforce, as well as the recognised importance of practitioners viewpoints, there has been a call for research into the viewpoints of early years practitioners regarding strategies to support children with SLCN (Marshall & Lewis, 2014). The present research uses a Q methodological research approach (Stephenson, 1953) to explore the viewpoints of 42 early years practitioners on strategies to support children with speech, language and communication needs. Q methodology utilises the advantages of both qualitative and quantitative research methods and creates open communication around complex topics in order to clarify participants’ views and explore subjective and diverse viewpoints. The data generated by Q methodology was analysed using a by-person factor analysis. Three distinct viewpoints were identified within the group of early years practitioners who participated in the research. These viewpoints were: • One: Tailor interventions and seek professionals’ advice • Two: Emphasis on stand-alone strategies, alter instructional language and don’t use visuals • Three: Understand a child’s background and utilise environmental strategies Follow-up interviews were carried out to strengthen the validity of the findings and explore what has informed the viewpoints captured, as well as to identify what helps and hinders practitioners working in line with their viewpoint. Numerous implications for professional practice have been identified that could support the effective implementation of strategies to support children with SLCN.

Forest School promotes a child-led approach to education, through frequent learning in an outdoor woodland area. It was developed in the United Kingdom based on the early years practices employed in Denmark. The existing research has begun to generate some evidence of the positive outcomes of Forest School. There appears to be growing confidence in Forest School that is primarily based on non- experimental qualitative research. Therefore, the current research aimed to evaluate the impact of Forest School for nursery aged children, using experimental, outcome-focussed evaluation methods. The study utilised a pragmatic approach, employing a sequential mixed methods study design; the primary focus being the quasi-experimental element of the design, that included 11 children in both the experimental and control groups. The specific research outcomes were developed in collaboration with nursery staff using focus groups, thus, questionnaires were developed to measure social and emotional well-being and communication, pre- and post-intervention. This data is complemented by three case studies of children that participated in Forest School; analysed and presented using activity theory. The quantitative results indicate that both the control group and experimental group made significant gains in social and emotional well-being and communication, suggesting that Forest School did not have a significant effect. The qualitative data, however, highlighted a range of outcomes and provided interesting information regarding the mediating factors which influence the children's Forest School experiences. The possible reasons for the quantitative outcomes are discussed, including the unique ethos and general outdoor practices used at the nursery setting in which the research took place. The data has also been considered in relation to the methodological weaknesses, such as diffusion of treatment, which may account for the disparity between the data and previous research. Although it cannot be concluded that the Forest School had a significant impact on the children that engaged in the sessions, the current research suggests that the use of general outdoor learning practices and teaching by Forest School trained staff had a positive impact on the social and emotional well-being and communication for all children.

This thesis reports an investigation into primary-aged children's ability to learn how to construct mind maps and use these as a tool to support thinking and planning for written tasks. Little research has investigated the kinds of mind map produced by 7-11 year old children, or the impact on an associated written task. It is argued therefore that a closer examination of these claims might shed light on how children learn and use such representations. An initial exploratory study investigated the ability of children to create mind maps and use them as planning tools for narrative writing. Following this, five experimental studies were conducted exploring how to enhance children's construction and use of mind maps. Two studies were concerned with supporting the construction process independent of a written task and three further studies investigated mind map plans linked to expository writing tasks. Strategies that improved children's mind map construction were found to be the use of templates, a staged inductive procedure or collaboration using computer software. No overall improvement in children's writing was found when mind maps were used as planning tools, but better structured mind maps were correlated with better written texts. A close examination of items present on mind map plans and included in written tasks revealed that there was more transfer of items from mind maps to texts of better quality. Findings suggest that children can learn and engage with this kind of representation successfully, however the task environment is particularly influential on the types of mind map produced. It is suggested that representations such as mind maps can be usefully introduced into the primary curriculum as an effective planning tool. Mind maps also create a visible record of planning that can provide an opportunity for focused teacher intervention.

Background: The present research is the first multi-modal study of language deficits in long-term PFT survivors to date. In addition to a detailed neuropsychological assessment of language, this thesis investigated neural correlates of language processing by employing functional (fMRI) and diffusion (DTI) magnetic resonance imaging techniques. Method: Twenty-one PFT survivors, aged 16-21, and twenty-two matched healthy volunteers completed a series of neuropsychological assessments, task-based language fMRI study (targeting semantic retrieval and speech articulation), and a DTI study. The patients’ clinical profiles and oro-motor functioning were also analysed. Results: Patients demonstrated significantly poorer performance in semantic content, expressive and receptive skills, verbal memory, reading and writing, visuo-motor coordination and non-verbal intelligence, with elevated internal variability of the linguistic profiles, when compared to controls. Semantically-related language skills contributed more to the between-group differences than non-verbal cognitive skills. A significant association between language and non-verbal cognitive abilities in both patients and controls was unconfounded by the age and disease. On fMRI, patients lacked metabolic response in the pre-central and post-central gyri during semantic retrieval. Broca’s, Wernike’s and Geschwind’s areas responded similarly in both hemispheres, with no significant differences between the groups. In all participants Language Content Index predicted the BOLD response on the border of the left lateral occipital cortex and angular gyrus. Expressive Language Index predicted BOLD response in the right frontal pole, paracingulate gyrus, superior frontal gyrus, and middle frontal gyrus. In healthy controls, articulation of speech was associated with activation in the Crus I and Crus II of the right cerebellar hemisphere. Semantic load triggered activation in the Crus VI and VIIb of the vermis, as well as right lobules V and VI of the cerebellum. DTI revealed a global decrease in the fractional anisotropy and increase in the diffusivity scalars in patients, compared to controls, but not different between those patients that received and did not receive radiotherapy. Patients also demonstrated significant reduction in FA index in the bilateral arcuate fasciculus and increased diffusivity in the bilateral SCP. The FA index in the segments of the left-hemispheric cortico-spinal tract, anterior thalamic radiation, superior longitudinal fasciculus and inferior fronto-occipital fasciculus, positively predicted Language Content Index score in patients. Clinical profiles analysis indicated that younger age at diagnosis, radiotherapy treatment and longer duration of mutism (if present) were associated with the poorest language outcomes. Patients with the longest recovery time demonstrated the best manual dexterity abilities. 38% of the patients that met the criteria for a diagnosable language disorder also had reduced oro-motor functioning and reduced FA within left arcuate fasciculus, compared to the remaining patients. Conclusions: Despite the fact that PFTs do not directly impact cortical language-associated areas, patients, particularly those treated with radiotherapy at a younger age, demonstrate deficits in all aspects of language processing. Semantic processing difficulties in PFT survivors are underpinned by the diminished cortical metabolic response during associated task performance, and microstructural changes in the left-hemispheric white matter. Tumours affecting the right cerebellar hemisphere may further predispose patients to developing difficulties in accessing language semantics.