<p>Running head: LANGUAGE RICH ENVIRONMENT 1</p><p>Language Rich Environment </p><p>Shannon Wylie</p><p>ECE 315: Language Development in Young Children</p><p>Instructor: Catherine Norwood</p><p>May 25, 2015 LANGUAGE RICH ENVIRONMENT 2 LANGUAGE RICH ENVIRONMENT 3</p><p>The learning environment that I have designed is a preschool classroom that fosters a language rich environment that is developmentally ready for multi-language learners between the ages of two through five. My classroom design is set up as follows; the entrance is located on the lower right corner next to the storage box, which will include cubbies for children’s individual personal space. Directly ahead of that is the quiet and cozy area, which includes a plush sofa, a beanbag chair, a floor mat and pillows. This area is located next to the literacy area.</p><p>The literacy area includes a round table for reading, a computer for learning media skills, and a bookshelf. The bookshelf was not included in the picture, due to sizing and spacing for the format given. This area specifically supports language development as the table, chairs, and just about all the other items in the classroom are labeled in English and the other various languages represented in our classroom community. The classroom has labels with words and pictures everywhere so that students constantly connect written language with the things they represent </p><p>(The Access Center, 2015). In this area children will be engaged in looking through the books in the library during free time or periods of transition. This will help to connect literacy skills, as this will give them the chance to relate with the words that are read to them during circle time. </p><p>The role of the teacher in this type of literacy environment includes, labeling objects with simplified and appropriate language, and choosing relevant and age appropriate books (Piper, </p><p>2012). A way to assess the effectiveness of the literacy area is to provide sight cards with pictures and words in the area, as well as new books that pertain to the current classroom curriculum theme. </p><p>Located above the literacy area is the circle time and music area. This area is set-up near the literacy area for easy access to books, and it is also set-up with a teacher’s chair for reading and instruction, as well as a rug for the children to sit on. Activities in this area will include LANGUAGE RICH ENVIRONMENT 4 reading stories, show and tell, calendar time, curriculum discussion, days of the week discussion, and musical activities. </p><p>"Circle time promotes the development of communication skills. It provides many </p><p> opportunities for language learning that is pleasantly embedded in singing, where it is </p><p> often supported by gesture as in the “eentsy weentsy” spider, or in listening, especially </p><p> when stories are illustrated with colorful pictures” (Colbert, pp. 3, 2008).</p><p>The language development that’s being fostering in circle time supports the cognitive domain. </p><p>“Cognitive development refers to the way in which thought processes develop in the brain” </p><p>(Piper, ch.5 intro, 2012). The cognitive domain includes receptive language and expressive language. Receptive language includes the children’s understanding of what is being said to them, and expressive language focus on what the child is saying and how they are saying it. </p><p>Group reading time will help the children comprehend early literacy skills, which will aid in language development, decision making development, and foster intelligence. As a teacher my role will include ensuring that my teaching methods and materials are developmentally appropriate, and engaging to my students. One can assess the effectiveness of language development acquired during circle time by student participation and vocabulary development. </p><p>Progress of language development could also be viewed through observing peer-to-peer interactions.</p><p>A third area in my classroom design that supports language development is the block area. The block area is located to the left of the entrance. There is a square rug located in between two shelves that could be stocked with blocks that foster group building activities, in which children could engage within group language communication skills. The role of the teacher in this specific area is to provide manipulatives that can help initiate communication. LANGUAGE RICH ENVIRONMENT 5</p><p>Block building is a great way for students to play together and communicate about what they are building. An extra manipulative that a teacher could provide is a booklet of pictures of buildings around the world. Students could talk about these places and buildings while playing in the block area. They could also talk about the specific regions of the buildings and how some of their families might be from those areas. To assess the effectiveness of the language initiating manipulatives that have been added to this area a teacher could measure the student’s interest through observing the levels in which students talk about and play with the items provided. </p><p>The teachers role in fostering language development in all areas of the classroom include listening to students words and needs, as well as asking open-ended questions. “Open-ended questions invite conversation. We ask them because we really want to know the answers” </p><p>(Bardige & Segal, p.17, 2004). These conversation starters are a strong part of the foundation of early literacy and language skills. LANGUAGE RICH ENVIRONMENT 6</p><p>References</p><p>Bardige, B., & Segal, M., (2004). Conversations in Child Care. Retrieved from </p><p> http://main.zerotothree.org/site/DocServer/conversations.pdf</p><p>Colbert, J., (2008). Earlychildhood News. The Professional Resource for Teachers and Parents. </p><p>Retrieved from </p><p> http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=514.</p><p>Piper, T. (2012). Making meaning, making sense: Children’s early language learning. San </p><p>Diego, CA: Bridgepoint Education.</p><p>The Access Center. (2015). Literacy-Rich Environments. Retrieved from </p><p> http://www.readingrockets.org/article/literacy-rich-environments.</p>