L is for Language-Rich Environments
"To be listened to, is to be loved".
There are multiple theories as to how we develop language, but the common theme is that learning to communicate is an active process – it doesn’t just happen!
To become effective communicators, children need a reason to communicate and a desire to do so, and very importantly an adult to provide responsive feedback. Adults working with children are in a position to be the best resource for developing a child’s communication skills. Mindful interactions and an awareness of the power of everyday situations and experiences will benefit all children who are in your care.
So, what is a language-rich environment? And what do we mean by this?
For us, the most important element in any learning environment is the connections created by tuned in adults. Adults who are ‘tuned in’ recognise and respect every form of communication – this includes words, gestures, vocalisations, demeanour, signing, actions, patterns of play and play.
Here at Thriving Language, we feel the key role of the educator and all adults is to understand the child, their communications, their patterns of play, and their emotional and physical wellbeing. The most important aspect being the child’s story; who they are, what they already know, who is their world, what do their experiences bring and how can we value and listen to them?
Our thriving language Approach gives you the foundations needed to build a language-rich environment, this is a great place to start;
To be seen – notice every interaction a child makes. This is a skill that needs to run through our educational practice throughout our day. Consider the child who has folded their arms in front of their chest – are they feeling cross or might they be trying to stop themselves from doing something? We need to be interested enough to enquire.
To be heard – communication is the ‘whole child’ and by this we mean their facial expression, demeanour, what they’re saying and how they’re saying it. We can ‘hear’ children through their patterns of play and their interactions with others.
To be loved – what does being loved look like in your environment? Professional love is crucial for you to be able to contain children emotionally with empathy and understanding.
To matter – enable freedom and choice. Are children confident enough to come to you with their own free choices as they know they will be respected and heard? Are their ideas and thoughts treasured and valued? Think about your routines and whose agenda it is.
To feel safe – validate and understand children’s emotions. If one of our friends was upset what would we do — bearing in mind that our friend probably knows how to regulate? What would we say to them and how would we help them (co-regulation). If a child is upset in your care, there is a genuine reason for this. It is our duty to understand and hold those emotions.
To thrive – think about your own learning, where and how do you feel confident to learn? Where do you feel most like you? Research tells us that children can only thrive and learn when they are understood no matter how that presents. Co-regulation equals communication. Every moment with a child is a brain building opportunity. Children will thrive when you understand their communication.
Our thriving language approach is all about making connections which in turn build communication. We hope you can see that a language-rich environment is all about the people in it, quality interactions and how the adults can create truly inclusive practice.
Further reading
Read books by ‘the Beckies’ such as ‘Speech and Language in the Early Years – Creating Language Rich Learning Environments’ and ‘Speech, Language and Communication for Healthy Little Minds’. Find out more about Creating environments where everyone is understood head to their website. www.thrivinglanguage.co.uk
The ABC of Nursery Management
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About the Author
Becky has over 25 years of experience working with children and families as a qualified Early Years Lead and is the Director of Early Years and author for Thriving Language Community Interest Company. She has led and developed teams of successful early years educators within children’s centres and the private sector. Having owned her own nursery and preschool, she has developed free flow provision and language and communication-rich learning environments throughout the country. Becky specialises in play, communication and schema play. Rebecca qualified as a Speech and Language Therapist in 2001 and is the Director of Speech and Language Therapy and author for Thriving Language Community Interest Company. Alongside her work at Thriving Language, Rebecca works as a Speech and Language Therapist for the NHS, specialising in early years and cleft palate.