2.1 What factors affect the supply and use of Welsh-medium childcare and early years education, across various socio-linguistic, geographical, socio-economic, and demographic contexts?
2.1b What long-term changes to the supply and use of childcare and early years education have occurred since the COVID-19 pandemic, and what are their implications for Welsh-medium provision?
2.1c What type(s) of provision or support do families want from Welsh-medium providers?
2.1d What approaches (from the antenatal phase onwards) are effective in increasing use?
Background
Cymraeg 2050 sets a target to reach one million Welsh speakers by 2050. A key part of achieving this goal is promoting the intergenerational transmission of the language. The strategy also recognises the vital role of the early years and compulsory education sectors in providing opportunities for children and young people to acquire or learn Welsh. Also essential is facilitating opportunities to acquire or further develop Welsh language skills later in life—through post-compulsory education and training, in the workplace, and via other networks.
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Related UKRI funded projects
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Analyzing Child Language Experiences Around the World (ACLEW)
How universal are children's language experiences across cultures and language communities? On the one hand, both quantity and quality of linguistic input are robustly related to language development: certain language en...
Funded by: ESRC
Lead research organisation: Imperial College London
Why might this be relevant?
Partially relevant as it focuses on child language experiences but not specifically on Welsh-medium childcare and early years education.