From birth, babies are instinctively wired to learn language. From babies babbling, to showing understanding of what they hear, their talking quickly begins to emerge.
Early language is development is important to acquiring strong language skills. Language is one of the foundation skills to all other forms of learning. It is very closely linked to developing strong literacy and numeracy skills.
A really important part of language learning is the play spaces or home learning environment (HLE), this is partly due to the time spent in the home in the very early years, and also due to the attachments and connections that are made within the home. The play spaces are often referred to as the child’s ‘third teacher’.
Language skills are shaped and nurtured by a child’s HLE, which includes the physical characteristics of the home, but also the interactions they receive from caregivers. Studies show that every day conversations, make-believe play and reading activities are particularly influential features of the home learning environment, although daytime routines, trips to the park and visits to the library have also been shown to make a positive difference to children’s language development. In particular, warm and nurturing parenting behaviours that encourage children’s natural curiosity and communicate reasonable expectations for learning are especially strong predictors of children’s school achievement, over and above parental income and social status.
There are three key components to a language rich home, these are:
· The physical environment
· The interactions within the environment
· The opportunities within the environment
Environment
We can organise the physical environment so that it supports language development by creating a thoughtful space for your child. This doesn’t need to be a dedicated play room, its more about ensuring that your child can access a range of different resources to support their language development, this will, of course, be dependent on the age of your child, however some key ideas could include:
A thoughtful reading area e.g. a basket with age appropriate books. Younger children may benefit from board books with flaps or books with photos of real objects that they recognise, whereas preschool children may enjoy books with their favourite character or books with an enjoyable rhyme. If possible, create a cosy space to read and look at the books together e.g. keeping them next to the sofa with a blanket. This will create a more calm environment for sharing books in comparison to a more active environment for physical or pretend play.
A space for pretend play e.g. during the day, allow your child to play with real pots, pans and wooden spoons so they can pretend to cook. Pretend play doesn’t need to be about plastic toys! Using real world objects can be just as, if not more, effective and creates a sensory experience that is much harder to recreate with plastic toys.
An imagination corner - again this doesn’t need to be fancy, all that’s needed is a cardboard box with recyclable materials that is within reach so that your child can create their own fun! For preschool children you may want to extend this by attending tape, glue and scissors for junk modelling.
Simple things like labelling storage baskets and boxes, or hanging your child’s coat low down so they can get it and put it away by themselves, all enhance the home environment.
Interactions
The amount and style of language that you use when talking to your child is one of the strongest predictors of early language development. In particular, back and forth conversations between the parent and child that are age-appropriate and reflect the child’s personal interests are consistently associated with increases in vocabulary and use of language throughout development. A great way of developing interaction with your child is by joining in when they are playing and making simple comments as you play, this builds the connection with your child and also allows them to hear new words when playing.
Opportunities
The opportunities that arise in the day are a natural way to support language learning. Daily opportunities include routines e.g. brushing teeth, or getting changed. The sameness of the routine creates a predictability and a chance to repeat key words and introduce new ones. You may also find new opportunities for language learning within the day such as the drive to preschool or when reading a book before bed.
Where possible, create opportunities to ‘chat, play and read’ every day. This doesn’t need to be for long and can build over time as your child’s attention grows. I hope you give it a try!
References
Melhuish, E. C., Phan, M. B., Sylva, K., Sammons, P., Siraj‐Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64(1), 95-114
Smees, R., & Sammons, P. What role does the home learning environment play in supporting good child development in the early years and positive outcomes in later life?
Weitzman, E. Greenberg, J. 2002. Learning Language and Loving It: A guide to
promoting children's social, language, and literacy development in early childhood
settings. Toronto: The Hanen Centre
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