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Words and letters around the environment

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Consistency of a ‘language rich environment’

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Consistency of a ‘language rich environment’

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By having consistency throughout a child’s environments, home and the setting, helps children’s development become smoother because they are getting used to how they should be learning and the language they are given to be able to learn. Settings should provide a language rich environment from birth because children need to start early when developing their speech’s and literacy skills. For example, within one of my settings we had mirrors where children were able to sit and look at themselves. Babies through it was another baby so they begin to ‘babble’ to themselves. According to Nursery World (page 18, June 2015) “a ‘language-rich’ environment both at home and in the nursery is vital if a child is to progress easily through the many stages of early speech development. In the first of a series on communication and language, children differ enormously in how quickly they learn to talk.”

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ECAT is a national project to develop children’s language and communication skills for birth-5 years. It allows EYPs to closely monitor and assess children’s development on all different levels. If EYPs can closely monitor children’s development of speech, communication and language then it will make it easier for them to put interventions in place at an early age for the child. The development of children’s age and stage for speech, language and communication needs to be assessed on above, below or on target for their age. Language is important becuase it’s the first signs of being able to work with and interact with others to express themselves. Environments that children are in need to be full of new language experiences and  accessible to all children are experiencing these activities with language. For example, by having activities where children are exposed to music players and singing activities promotes language to children. Children find it easier to learn language through songs. According to Development matters (2012, page 15) children age 8-20 months babies “moves while bodies to sounds they enjoy, such as music or regualr beat.” ECAT helps develop relationships with parents/carers and is an easier way to share information about the child. There is regualr communication between EYPs and parents, where they discuss where the child’s speech, communication and language development is at.

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Sustained shared thinking, Group activities and Socialisation within Forest School adventures

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Sustained shared thinking, Group activities and Socialisation within Forest School adventures

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We have lots of things which promote a Language rich environment. We have visual opportunities which involve the children recognising their name. For example, children have their own draws and pegs which have an object picture on it. This helps children recognise that the picture on the card associates them with their name. One child has a bike and when they see the bike on the draw or a peg they know that that is there’s.

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Rolland. C and Peter. M (June 2015) Up to Speed? Learning and development communication and language: Nursery World. Accessible on {www.nurseryworld.co.uk}

DfE, 2012 Development Matter in the Early Years Statutory Framework- Early Education: London

Rosen. M, 2008, Every Child A Talker: Guidence for Early language lead Practitioners- Development for Children, Schools and Families;  Nottington

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A language rich environment is full of noises and sounds that children hear to allow their language to develop before speaking. There are lots of different resources within the environment which are full of different sounds such as talking teddies, name writing and singing books. According to Rosen. M (2008, page 7) “a child’s ability to develop language depends on being immersed in a rich language environment of words, sounds, rhythm, and verbal and non-verbal expressions from birth.”