In addition, the family determine the language that is learnt and how language is expressed by a child. Bernstein identified two types of language codes, firstly, the elaborated code where children were able to communicate with the wider society more effectively. Secondly, the restricted code could not make progress and children’s speech was complex to understand. The language taught or used within a household is a child’s norm therefore they too are likely to use the same language with others. For example, if swearing is used within a family household, the child will believe this is acceptable to use in society. Young children find it difficult to make changes which are against the norms, values and culture of their family. The family will also have an impact on children’s attitudes and aspirations towards education. Some families, value education highly and are aware that education is vital to social success and economic stability in adult life. Such families encourage learning among their children as a positive experience and aspire to provide their children with the best suitable opportunities within education. Furthermore, they are likely to use early year’s provision as a way to extend their children’s learning and social skills, in preparation to school. This will give them an advantage to others. Parental guidance and support is essential to have an impact on their children’s attitude to education this can be positive or negative among children. In contrast, some families believe education is not necessary. Through this, children are less likely to attend early year’s provision and as a result are less prepared for the demands of school. Research has suggested that in some families where the parents have not worked education is not valued.