Hi, sorry for the delay replying. To cover this criteria you'll need to use what you've learnt about the benefits of supporting children's emerging litercy skills and the risks of not supporting them, which would highlight the importance of what parents do for thier child's speech and language development.
Your setting's policies for working in partnership with parents and any that covers literacy will also show how this all comes together in your setting.
If it helps the paragraph on
page 226 of this level 3 EYE handbook states:
Quote
Children's emergent literacy can be supported more effectively when early years settings work with others.
Parents
Parents play a huge role in the development of their children';s speech and language. It is parent's voices that children first hear and children's interests in learning to talk begins with this. Interestingly, parents are often very good at tuning un accurately to their child's level of language and, in turn, children are responsive to the attention of their parents. This means that, when parents spend time talking and chatting to their children, children's progress in communication and language is often smooth. In addition, when parents share books with their children, it seems to have a significant impact on children's interest and progress in reading. Parents play such an important role in children's emergent literacy, so it is essential to rcognise this and to exchange information with them. Early years settings do this in a variety of ways, including lending books, creating story sacks, and also sharing with parents books that their child has enjoyed in the setting.
Page 222/223 contains a table that details the pattern of language development from 6 weeks to 8 years - search inside the
amazon preview for the words 'pattern of language development and click to page 222. From there you'll be able to see what children's expected development looks like and how the setting and parents can support it.
Hope this helps a little, best wishes