gortega_Providing a Language Rich Environment_013022

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Anthropology

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Dec 6, 2023

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Gianni Ortega Department of Education, Rasmussen University Providing a Language Rich Environment EEC3225 Section 01 Child Development Ages 3-5 Professor Barbara Sheats 01/30/2022

Early childhood education language development is one of the core foundations of positive healthy development in regards to children's developmental domains. Being a major developmental domain it is part of PILES, which is the umbrella term that covers physical, intelligence, language, emotional, and social development for young children. “Children learn speech and language through listening, watching, exploring, copying, initiating, responding, playing and interacting with others. For those first few years most of the important interaction is going to be between the child and their parents, carers and maybe siblings (Aussie Deaf Kids, 2015).” Creating the ideal learning environment for children when trying to foster positive language development is extremely important when trying to get children to the level they should be at in terms of their speech development. The environment that you create in your classroom influences your students' learning, their overall mood, as well as their behavior patterns so it is very crucial that you think about how and what it is that you are trying to communicate to your children when setting it up for those important first days of school. It is why I personally would try to create an environment that incorporates everyday objects and scenarios children may come across. I will put an emphasis on the dramatic play areas and try to ensure that everything is appropriately labeled. So children can be able to associate specific letters with certain objects. One example being that if there's a stove in the kitchen I will have a label that says stove, one that would be colorful and engaging that children would gravitate towards. I will also make sure to provide pictures of other objects that we may not be able to have in the classroom for that children can still see them throughout the day as well as see the letters and sounds that involve those objects, such as pictures of cars balloons or even household animals such as cats, dogs, or fish. Children like animals and things relating to cars and planes,

its a common early childhood interest, so it would make sense to capitalize on such interests. I will try to provide toys of those objects that children would be able to physically utilize as well as being able to socially talk about with their peers and caregivers in order to make sure I'm contributing to some aspects of the physical, social and emotional development. Having them being able to associate these objects with outside everyday items is also good for their cognitive intelligence. The whole goal is to be able to start a dialogue and discussion on what the children are going to be able to see when the classroom is set up this way. This would make it easier for me to be able to support not only Maddie's but the entire class's overall development as well. I would take the time to talk about the things she's interested in that she may see things more clearly, like if she sees a car and I'm discussing the car I will make sure to emphasize its sound specifically the sound of the first letter, because if she is able to understand the word phonetically she'd be able to pronunciate better. Maddie is a girl who strikes me as someone who benefits from more of a one-on-one session rather than a group session so being able to start a personal dialogue regarding phonics, specific objects and speech, I can see it would be overall beneficial for her specifically and the other children who might learn better this way as well. I will then utilize these personal sessions to observe and see how Maddie engages and reacts regarding such tactics and use that information to further improve upon my personal teaching practice. She also strikes me as a visual learner who does well with pictures and I will continue to utilize pictures which are labeled and colorful in order to keep and maintain her interest as we work on her overall language and speech development. It's all a matter of teaching intentionally and at the end of the day it is what would benefit her as well as the class the most.

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Resources Aussie Deaf Kids. (2015, November 8). Building a loving, learning and language rich environment through play and Positive Daily Interaction. Language Rich Environment | Aussie Deaf Kids. Retrieved January 28, 2022, from https://www.aussiedeafkids.org.au/building-a- loving-learning-and-language-rich-environment-through-play-and-positive-daily-interaction.html

gortega_Providing a Language Rich Environment_013022

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