Nicola Hacking: Literacy Rich Environment

Fostering a Language Rich Environment

 In some areas of the UK, more than 50% of children entering reception are assessed as having language levels below what is expected for their age. Now whilst there’s a complex range of issues surrounding this, such as how we measure and assess children at this young age, and the parameters upon which we measure this, there’s no denying that language is a necessary and life enriching skill that we all want the children in our care to develop a real love for.

To begin with, language is used as a way of the child having their needs met. Whether this is learning to ask for ‘more’, to participate in and steer play, or the soothing lull of songs and bedtime stories. As their skills deepen and increase in complexity, language is used further to enrich their lives and satisfy social and emotional needs.

 So how do we foster this development and enjoyment by creating an environment that is language rich? An environment that nurtures successful talkers, readers, lovers of the very intricate nature of language?

 Adult lead activities are an easy place to start adding high quality literacy. I think stories and songs are crucially important within an Early Years setting, both for the social aspect of bringing everyone together, learning to sit and concentrate, and for the opportunity to model quality language. One of the things I really value using are story sacks. I always make sure they have picture labels on the front so even small children can select the one they love through recognition of characters or colours, supporting emergent literacy. The use of story props, both made or collected at charity shops give the story an important element of interaction. I’ve found having small item to hold really helps children, particularly boys, to maintain concentration and focus during story time. Giving a child a character allows them to take the lead of that character during the story, understanding and expressing emotions, and developing their social and emotional skills alongside language development.

Having a key text for the week is something I’ve also found really successful. Choose a book using a spark of interest from the child, or something current in their world at that time, such as seasons or important family events, and really focus on this book for a week. Studies show that this technique of repetitive reading offers huge benefits. When a child hears the same book multiple times, they become comfortable and familiar with an increasing number of the words, they become more aware of the rhythm, pattern and intonation of the text, and they’re given the time and space to develop their understanding of the subject matter. They develop a confidence with the text. If you mix this with provocations based around the text or similar subjects, you give the children a backdrop to explore and practice that language independently.

Language is also important incidentally within the environment. How can you use language to enrich your provocations and to demonstrate that it can be used both as a tool; for example in labelling toys, providing word banks to enrich play or to give information, but then also to develop creativity and curiosity? I feel like we’ve moved away from having all the books in one designated bookcase, and I love to try and add books to enhance every area and provocation. Try adding small baskets of books in key areas, such as books about builders and architecture with your construction materials, or books about artists with your creative areas. I also try to add a variety of books, posters or reading material about similar subjects all together, showing how that topic can be used in different ways, and include appropriate small work figures and resources alongside this. I know we’re all trying hard to avoid over use of the laminator, but I still think it has a role to play when used mindfully in creating waterproof, reusable and long lasting resources for water, sand and malleable areas or to create cheap mini characters when budgets don’t allow for the purchase of resources.

 Above all, always remember that you as the practitioner are often the most interesting and valuable tool in a child’s environment, and they will learn from the way they see you model language in day to day life. What you say and the way you say it matters, both to them and to others. Show them that you value language and use it as a way of understanding and being kind to others and they will grow to do the same.