This article explores the training needs in speech and language of teachers and other
early years educators in education settings. Results from the interviews demonstrate
that practitioners have clear ideas about preferred training formats and they
specifically want more training in identifying children with communication
difficulties and opportunities to work more closely with speech and language
therapists. The discussion explores the limitations on training faced by early
educators and then goes on to demonstrate that there is potential within their
policies and practice which could support them in their identification role.
However, more explicit links need to be made between the particular needs of
children with communication dfjiculties and the general documentation available to educators.
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