When we talk about a child’s environment, we are talking about the physical and social-emotional characteristics of the environment. Both are crucial to support learning for all students, and this is no different for children who are multilingual learners. Educators can use specific strategies so children who are multilingual learners feel most supported. We will look deeply into these strategies in this session.

First, let’s go into more depth about the meaning of both physical and social-emotional environments.

Early learning environments have physical characteristics—both tangible and intangible. Tangible components might include learning spaces, print materials, and learning objects like technology devices or toys. Intangible components can include routines or behavioral expectations.

The early childhood learning environment also has a social-emotional component. The adult-child relationship is one of the most important social-emotional pieces. It makes a classroom welcoming and safe for children. Children who feel safe and supported in their environments feel safer to explore their surroundings and recover faster from setbacks.

Peer interactions that occur in the classroom are also part of the social environment.

More than four decades of research indicates how important early experiences and environments are to the growth and development of young children. Therefore, it is crucial that the physical and social-emotional aspects of each learning environment reflect the different cultures of each and every student so everyone feels welcome and accepted.

Think about early learning environments you created or were a part of. How can educators create high-quality early learning environments, and why do they matter? Consider both physical and social-emotional characteristics.

references

Bernier, A., Beauchamp, M. H., Carlson, S. M., & Lalonde, G. (2015). A secure base from which to regulate: Attachment security in toddlerhood as a predictor of executive functioning at school entry. Developmental Psychology, 51(9), 1177–1189.

Burchinal M.R., Peisner-Feinberg E., Pianta R., Howes C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415-436.

Piaget, J. (1962). Play, dreams, and imitation in childhood. Norton.

Weinstein, C. S., & David, T. G. (Eds.). (1987). Spaces for children: The built environment and child development (pp. 159-185). Plenum Press.