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Environments that promote communication
PRESCHOOL CLASSROOM Children learn what language is by learning what language can do. The function of language depends upon it's effects on the environment. An environment that contains few reinforcers and few objects of interest or meets children's needs without requiring language is not a functional environment for learning or teaching language. Recent research suggests that environmental arrangement is an important strategy for teachers who want to promote communication in classrooms. To encourage use of language, classrooms should be arranged so that there are materials and activities of interest to the children. In addition, teachers must mediate the environment by presenting materials in response to children's requests and other uses of language. Creating such opportunities and consequences for language use through environmental arrangement can play a critical role in a child's language acquisition. Both social and physical aspects of the environment set the occasion for communication. The physical environment includes the selection and arrangement of materials, the arrangement of the setting to encourage children's engagement, and scheduling of activities to enhance children's participation and appropriate behavior. The social environment includes the presence of responsive adults and children and the verbal and nonverbal social interactions that occur among the people in the environment. In addition, contingencies for language use, the availability of a communication partner, the degree to which adults pre-empt children's communicative attempts, and the affective style of the listener have an impact on children's language acquisition and production. As shown in Figure 1, the social and physical aspects of the environment are linked to communication when an adult mediates the physical environment in response to children's use of language. The adult links the child's language to the environment by ensuring that the child's communication attempts are functional and reinforced. As a mediator, the adult can use an incidental teaching process to model and prompt elaborated language in order to expand the child's current skills. Environmental arrangement can encourage children to initiate language as a means of gaining access to materials and getting help. By providing the materials requested by a child, the adult serves the important function of specifically reinforcing that child's use of language. In addition, the environmental arrangement supports the adult in attending to the child's interest and communication attempts, thereby increasing the likelihood that the adult will respond to the child's interest and provide materials contingently.
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