Are young children's utterances affected by characteristics of their learning environments? A multiple case study
Preschool children use richer language in a natural environment than in indoor or outdoor classrooms
This case study compared the qualities of young English children’s utterances in three different learning environments: an indoor classroom, an outdoor classroom, and a natural environment. Previous research indicates that environment and interactions within the environment affect children’s development and learning, including their speech and language learning (SL). The aim of this study was to extend findings of the previous research by investigating possible links between characteristics of the environment and the quality of young children’s utterances. The study was also designed to identify the nature of such links.
Four preschool children (age 4-5) participated in this study: two performing above expected level of speech/language development, one at expected level, and one below expected level. According to the teacher, these children were representative of the class according to gender and level of communication and language development. Children wore audio-recording devices as they participated in everyday activities in the three different environments. The quality of their utterances was then analyzed using Type/Token Ratios (TTR) analysis. Additional analysis focused on the themes of the children’s discourse and the qualities of the three different environments. The learning activities and related materials in the indoor and outdoor classrooms were purposefully planned by the teacher; and most of the activities were teacher-led. In contrast, the materials in the forest school environment consisted only of what was naturally present in the forest; and the activities were child-initiated.
Findings indicated that the quality of the children’s speech differed according to environment. Verb usage was higher for all four children in the natural environment than the classroom environments, reflecting children’s higher activity levels in the natural environment. Both exclamation and adjective usage was richer for three of the four children in the natural environment. The richer exclamation usage reflects children’s excitement and enjoyment of their surroundings. It could also reflect a greater sense of freedom on the part of children to express themselves as, in the natural environment, they tended to play in smaller groups and thus less likely to be passive observers. Noun usage, however, was lower in the natural environment than in the indoor and outdoor classrooms for three of the four children. This more limited noun usage could reflect children staying engaged longer in one activity in the natural environment than in the classroom environments.
Overall, these findings support the understanding that children’s experiences in natural environments affect the quality of their speech and language more positively than their experiences in indoor or outdoor classrooms.
Citation
Richardson, T., Murray, J., (2017). Are young children's utterances affected by characteristics of their learning environments? A multiple case study. Early Child Development and Care, 187(3-4),
