Rich Environments for Language Competence and Narrative ability in Early Childhood Development Settings

This study explored how early childhood development (ECD) teachers create rich language environments in early childhood development settings. Information from literature, research reports and practices were analysed in order to establish how rich language environments can be created in ECD settings. Data was analysed using theme identification methods to solicit emerging issues. It was found that rich language environments can be attained in ECD settings via nine broad ways. The ways identified included: recognising language needs and characteristics of young children; setting daily goals for vocabulary, grammar and phonology; designing activities that meet planned language goals; ensuring frequent child-to-child and adult-to-child meaningful communication; and use of well-resourced learning centres. The analysis also established that regarding creation of rich language environments in ECD centres the following strategies should be practiced: involving young children in language walks for exposure to diverse aspects of language content, form and use; allowing young children to be active language explorers and seekers; letting children interact with language models; use stories, songs, rhymes, drama, and play; lastly, designing and delivering developmentally appropriate daily language plans. The study recommended that in Zimbabwe, there is need for trained ECD professionals with expertise to plan quality rich language environments.