{"id":171,"date":"2023-11-13T16:09:24","date_gmt":"2023-11-13T16:09:24","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/chapter\/environmental-factors-in-supporting-language-and-literacy\/"},"modified":"2025-06-22T19:08:22","modified_gmt":"2025-06-22T19:08:22","slug":"environmental-factors-in-supporting-language-and-literacy","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/chapter\/environmental-factors-in-supporting-language-and-literacy\/","title":{"raw":"6.3: Environmental Factors in Supporting Language and Literacy","rendered":"6.3: Environmental Factors in Supporting Language and Literacy"},"content":{"raw":"<div class=\":-environmental-factors-in-supporting-language-and-literacy\" style=\"text-align: center\">\r\n<figure>[caption id=\"\" align=\"aligncenter\" width=\"330\"]<img class=\"internal\" src=\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/27971\/clipboard_e491c4177478aa64a937e7710ab0b72ab.png?revision=1\" alt=\"clipboard_e491c4177478aa64a937e7710ab0b72ab.png\" width=\"330\" height=\"199\" \/> Figure 6.5: This large-group experience supports language in an engaging way.[1][\/caption]<\/figure>\r\n<p class=\"lt-socialsci-39369\">How the learning environment is arranged affects how children learn to talk, read, and write. An environment that fosters language development, two-way communication, and literacy skills provides rich curriculum content. The daily schedule accommodates a variety of groupings (e.g., large group, small group, and individual), and the learning materials fascinate children. Children learn more when adults model language and literacy as well as provide playful, purposeful instruction. Play spaces with literacy props (e.g., signs, lists) allow children to congregate and to make choices that foster rich language and literacy experiences.<\/p>\r\n\r\n<ul>\r\n \t<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Create time in the daily routine for adult-child and child-child interactions.<\/li>\r\n \t<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Have space and time for large-group times.<\/li>\r\n \t<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Create spaces and times for children to gather in small groups.<\/li>\r\n \t<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Provide a space to display family-related items; consider how to add text to those displays.<\/li>\r\n \t<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Organize your classroom into centers or interest areas to create clear spaces for children to engage and collaborate (and communicate), including:\r\n<ul>\r\n \t<li class=\"lt-socialsci-39369\">A dramatic play area<\/li>\r\n \t<li class=\"lt-socialsci-39369\">A block area<\/li>\r\n \t<li class=\"lt-socialsci-39369\">An art area<\/li>\r\n \t<li class=\"lt-socialsci-39369\">A writing area<\/li>\r\n \t<li class=\"lt-socialsci-39369\">A cozy library or book area<\/li>\r\n \t<li class=\"lt-socialsci-39369\">A science area<\/li>\r\n \t<li class=\"lt-socialsci-39369\">A game area<\/li>\r\n \t<li class=\"lt-socialsci-39369\">A math area<\/li>\r\n<\/ul>\r\n<\/li>\r\n \t<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Choose materials for small- and large-group times that the children will be interested in and use them with intention.<\/li>\r\n \t<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Create a learning environment to fascinate children and prompt conversations.<\/li>\r\n \t<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Extend the classroom beyond its walls; being outdoors, going on walks, and taking field trips are all great for promoting conversation.<\/li>\r\n \t<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Be flexible in your environment; allow children to expand their ideas to new areas.[2]<\/li>\r\n<\/ul>\r\n<figure>[caption id=\"\" align=\"aligncenter\" width=\"553\"]<img class=\"internal\" src=\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/27972\/clipboard_e68e0a35cade367270a6c5dbde3e79adb.png?revision=1\" alt=\"clipboard_e68e0a35cade367270a6c5dbde3e79adb.png\" width=\"553\" height=\"239\" \/> Figure 6.6: In this image, you can see the reading area (on the left) and the writing area (on the right).[3][\/caption]<\/figure>\r\n<div class=\"box-note\">\r\n<div class=\"mt-section\">\r\n<div class=\"textbox textbox--examples\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Pause to Reflect<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">How might the centers just listed each support language\u00a0<i>and<\/i> literacy?<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<div class=\"box-note\">\r\n<div class=\"mt-section\">\r\n<div class=\"textbox textbox--exercises\"><header class=\"textbox__header\">\r\n<p class=\"textbox__title\">Learning English as a Second Language<\/p>\r\n\r\n<\/header>\r\n<div class=\"textbox__content\">\r\n\r\nIn Colorado,\u00a0approximately 103,000\u00a0children ages 0 to 5 are identified as Dual Language Learners (DLLs), which means they have at least one parent who speaks a language other than English at home.\u00a0This represents about 27% of all children in that age group.\r\n<p class=\"lt-socialsci-39369\">In general, the development of a second language follows these predictable stages:<\/p>\r\n\r\n<table class=\"grid aligncenter\" border=\"1\" cellspacing=\"0\" cellpadding=\"0\">\r\n<thead>\r\n<tr>\r\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" width=\"79\">\r\n<p class=\"lt-socialsci-39369\" align=\"center\"><b>Stage<\/b><\/p>\r\n<\/td>\r\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" width=\"415\">\r\n<p class=\"lt-socialsci-39369\" align=\"center\"><b>Description of Stage of Second Language Development<\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/thead>\r\n<tbody>\r\n<tr>\r\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" width=\"79\">\r\n<p class=\"lt-socialsci-39369\"><b>1<sup>st<\/sup>\u00a0stage<\/b><\/p>\r\n<\/td>\r\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" width=\"415\">\r\n<p class=\"lt-socialsci-39369\">The child uses their home language to try and communicate<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" width=\"79\">\r\n<p class=\"lt-socialsci-39369\"><b>2<sup>nd<\/sup>\u00a0stage<\/b><\/p>\r\n<\/td>\r\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" width=\"415\">\r\n<p class=\"lt-socialsci-39369\">The child figures out that it is not successful to use the home language, so they pass through a period of observation and listening<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" width=\"79\">\r\n<p class=\"lt-socialsci-39369\"><b>3<sup>rd<\/sup>\u00a0stage<\/b><\/p>\r\n<\/td>\r\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" width=\"415\">\r\n<p class=\"lt-socialsci-39369\">The child attempts to use new language in a more abbreviated form through the use of one or two-word sentences<\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" width=\"79\">\r\n<p class=\"lt-socialsci-39369\"><b>4<sup>th<\/sup>\u00a0stage<\/b><\/p>\r\n<\/td>\r\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" width=\"415\">\r\n<p class=\"lt-socialsci-39369\">The child begins to use more elaborate phrases and short sentences to communicate in the new language<\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p class=\"lt-socialsci-39369\">While some express concern that learning more than one language is confusing or delays children\u2019s development, there have been no negative effects of bilingualism found in research. According to Gigi Luk, an associate professor at Harvard\u2019s Graduate School of Education, \u201cbilingualism is an experience that shapes our brain for a lifetime.\u201d There are many potential benefits to knowing more than one language, including: increased ability to pay attention, better reading of social cues, better reading ability, better school performance and engagement, increased comfort with diversity and different cultures, and even protection from age-related dementia[4]\u00a0It\u2019s important for educators to support and advocate for the maintenance of children\u2019s home languages for both the benefits mentioned here but also because,[5]\u00a0\u201c[t]he child\u2019s first language is critical to his or her identity. Maintaining this language helps the child value his or her culture and heritage, which contributes to a positive self-concept.[6]<\/p>\r\n<p class=\"lt-socialsci-39369\">Children who are English learners bring a wealth of ability and knowledge as well as varied cultural backgrounds to early childhood settings; English learners also require curricular adaptations to make the most of their abilities while they progress toward full English proficiency. The high-quality early childhood practices described in the other domains will also benefit preschool children who are English learners, but they may not be enough.[7]<\/p>\r\n<p class=\"lt-socialsci-39369\">There are many resources available to support teachers of children who are English Language Learners:<\/p>\r\n\r\n<ul>\r\n \t<li class=\"lt-socialsci-39369\"><a href=\"https:\/\/earlylearningco.org\">Colorado Early Learning and Development Guidelines<\/a><\/li>\r\n \t<li class=\"lt-socialsci-39369\"><a href=\"https:\/\/www.coloradokids.org\/wp-content\/uploads\/2024\/08\/2024-KC-Report-8.12.24-LOW-RES.pdf\">Kids Count in Colorado<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.colorincolorado.org\/\">Color\u00edn Colorado<\/a><\/li>\r\n \t<li><a href=\"https:\/\/www.cde.state.co.us\/cde_english\/elau_pubsresources\">Colorado Department of Education<\/a><\/li>\r\n \t<li class=\"lt-socialsci-39369\"><a href=\"https:\/\/www.cde.ca.gov\/sp\/cd\/Re\/documents\/psenglearnersed2.pdf\">Preschool English Learners (2<sup>nd<\/sup> edition)<\/a><\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n<span style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.602em;font-weight: bold\">References<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\n<div id=\"section_1\" class=\"mt-section\">\r\n<p class=\"lt-socialsci-39369\">[1]\u00a0California Preschool Program Guidelines\u00a0by\u00a0The California Department of Education\u00a0is used with permission<\/p>\r\n<p class=\"lt-socialsci-39369\">[2]\u00a0The California Preschool Curriculum Framework, Volume 1\u00a0by the California Department of Education is used with permission<\/p>\r\n<p class=\"lt-socialsci-39369\">[3]\u00a0Image\u00a0by\u00a0Community Playthings\u00a0is used with permission<\/p>\r\n<p class=\"lt-socialsci-39369\">[4]\u00a0Kamenetz, A. (2016). 6 Potential Brain Benefits Of Bilingual Education. Retrieved from\u00a0https:\/\/www.npr.org\/sections\/ed\/2016\/11\/29\/497943749\/6-potential-brain-benefits-of-bilingual-education.<\/p>\r\n<p class=\"lt-socialsci-39369\">[5]\u00a0Content by Jennifer Paris is licensed by\u00a0CC-BY-4.0<\/p>\r\n<p class=\"lt-socialsci-39369\">[6]\u00a0IDRA. (2000). Why is it Important to Maintain the Native Language? Retrieved from\u00a0https:\/\/www.idra.org\/resource-center\/why-is-it-important-to-maintain-the-native-language\/<\/p>\r\n<p class=\"lt-socialsci-39369\">[7]\u00a0The California Preschool Curriculum Framework, Volume 1\u00a0by the California Department of Education is used with permission<\/p>\r\n\r\n<\/div>\r\n<footer class=\"mt-content-footer\">\r\n\r\n<hr class=\"autoattribution-divider\" \/>\r\n\r\n<div class=\"autoattribution\">\r\n\r\nThis page titled\u00a06.3: Environmental Factors in Supporting Language and Literacy\u00a0is shared under a\u00a0<a href=\"https:\/\/socialsci.libretexts.org\/Courses\/Arapahoe_Community_College\/Introduction_to_Curriculum_for_Early_Childhood_Education\/06%3A_Language_and_Literacy\/6.03%3A_Environmental_Factors_in_Supporting_Language_and_Literacy\" target=\"_blank\" rel=\"nofollow noopener\">not declared\u00a0<\/a>license and was authored, remixed, and\/or curated by Erin Jones, EdS, ECSE, MBA.\r\n\r\n<\/div>\r\n<\/footer><\/div>","rendered":"<div class=\":-environmental-factors-in-supporting-language-and-literacy\" style=\"text-align: center\">\n<figure>\n<figure style=\"width: 330px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"internal\" src=\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/27971\/clipboard_e491c4177478aa64a937e7710ab0b72ab.png?revision=1\" alt=\"clipboard_e491c4177478aa64a937e7710ab0b72ab.png\" width=\"330\" height=\"199\" \/><figcaption class=\"wp-caption-text\">Figure 6.5: This large-group experience supports language in an engaging way.[1]<\/figcaption><\/figure>\n<\/figure>\n<p class=\"lt-socialsci-39369\">How the learning environment is arranged affects how children learn to talk, read, and write. An environment that fosters language development, two-way communication, and literacy skills provides rich curriculum content. The daily schedule accommodates a variety of groupings (e.g., large group, small group, and individual), and the learning materials fascinate children. Children learn more when adults model language and literacy as well as provide playful, purposeful instruction. Play spaces with literacy props (e.g., signs, lists) allow children to congregate and to make choices that foster rich language and literacy experiences.<\/p>\n<ul>\n<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Create time in the daily routine for adult-child and child-child interactions.<\/li>\n<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Have space and time for large-group times.<\/li>\n<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Create spaces and times for children to gather in small groups.<\/li>\n<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Provide a space to display family-related items; consider how to add text to those displays.<\/li>\n<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Organize your classroom into centers or interest areas to create clear spaces for children to engage and collaborate (and communicate), including:\n<ul>\n<li class=\"lt-socialsci-39369\">A dramatic play area<\/li>\n<li class=\"lt-socialsci-39369\">A block area<\/li>\n<li class=\"lt-socialsci-39369\">An art area<\/li>\n<li class=\"lt-socialsci-39369\">A writing area<\/li>\n<li class=\"lt-socialsci-39369\">A cozy library or book area<\/li>\n<li class=\"lt-socialsci-39369\">A science area<\/li>\n<li class=\"lt-socialsci-39369\">A game area<\/li>\n<li class=\"lt-socialsci-39369\">A math area<\/li>\n<\/ul>\n<\/li>\n<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Choose materials for small- and large-group times that the children will be interested in and use them with intention.<\/li>\n<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Create a learning environment to fascinate children and prompt conversations.<\/li>\n<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Extend the classroom beyond its walls; being outdoors, going on walks, and taking field trips are all great for promoting conversation.<\/li>\n<li class=\"lt-socialsci-39369\" style=\"text-align: left\">Be flexible in your environment; allow children to expand their ideas to new areas.[2]<\/li>\n<\/ul>\n<figure>\n<figure style=\"width: 553px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" class=\"internal\" src=\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/27972\/clipboard_e68e0a35cade367270a6c5dbde3e79adb.png?revision=1\" alt=\"clipboard_e68e0a35cade367270a6c5dbde3e79adb.png\" width=\"553\" height=\"239\" \/><figcaption class=\"wp-caption-text\">Figure 6.6: In this image, you can see the reading area (on the left) and the writing area (on the right).[3]<\/figcaption><\/figure>\n<\/figure>\n<div class=\"box-note\">\n<div class=\"mt-section\">\n<div class=\"textbox textbox--examples\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Pause to Reflect<\/p>\n<\/header>\n<div class=\"textbox__content\">How might the centers just listed each support language\u00a0<i>and<\/i> literacy?<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"box-note\">\n<div class=\"mt-section\">\n<div class=\"textbox textbox--exercises\">\n<header class=\"textbox__header\">\n<p class=\"textbox__title\">Learning English as a Second Language<\/p>\n<\/header>\n<div class=\"textbox__content\">\n<p>In Colorado,\u00a0approximately 103,000\u00a0children ages 0 to 5 are identified as Dual Language Learners (DLLs), which means they have at least one parent who speaks a language other than English at home.\u00a0This represents about 27% of all children in that age group.<\/p>\n<p class=\"lt-socialsci-39369\">In general, the development of a second language follows these predictable stages:<\/p>\n<table class=\"grid aligncenter\" cellpadding=\"0\" style=\"border-spacing: 0px;\">\n<thead>\n<tr>\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" style=\"width: 79px;\">\n<p class=\"lt-socialsci-39369\" style=\"text-align: center;\"><b>Stage<\/b><\/p>\n<\/td>\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" style=\"width: 415px;\">\n<p class=\"lt-socialsci-39369\" style=\"text-align: center;\"><b>Description of Stage of Second Language Development<\/b><\/p>\n<\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" style=\"width: 79px;\">\n<p class=\"lt-socialsci-39369\"><b>1<sup>st<\/sup>\u00a0stage<\/b><\/p>\n<\/td>\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" style=\"width: 415px;\">\n<p class=\"lt-socialsci-39369\">The child uses their home language to try and communicate<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" style=\"width: 79px;\">\n<p class=\"lt-socialsci-39369\"><b>2<sup>nd<\/sup>\u00a0stage<\/b><\/p>\n<\/td>\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" style=\"width: 415px;\">\n<p class=\"lt-socialsci-39369\">The child figures out that it is not successful to use the home language, so they pass through a period of observation and listening<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" style=\"width: 79px;\">\n<p class=\"lt-socialsci-39369\"><b>3<sup>rd<\/sup>\u00a0stage<\/b><\/p>\n<\/td>\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" style=\"width: 415px;\">\n<p class=\"lt-socialsci-39369\">The child attempts to use new language in a more abbreviated form through the use of one or two-word sentences<\/p>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" style=\"width: 79px;\">\n<p class=\"lt-socialsci-39369\"><b>4<sup>th<\/sup>\u00a0stage<\/b><\/p>\n<\/td>\n<td class=\"mt-noheading lt-socialsci-39369\" valign=\"top\" style=\"width: 415px;\">\n<p class=\"lt-socialsci-39369\">The child begins to use more elaborate phrases and short sentences to communicate in the new language<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p class=\"lt-socialsci-39369\">While some express concern that learning more than one language is confusing or delays children\u2019s development, there have been no negative effects of bilingualism found in research. According to Gigi Luk, an associate professor at Harvard\u2019s Graduate School of Education, \u201cbilingualism is an experience that shapes our brain for a lifetime.\u201d There are many potential benefits to knowing more than one language, including: increased ability to pay attention, better reading of social cues, better reading ability, better school performance and engagement, increased comfort with diversity and different cultures, and even protection from age-related dementia[4]\u00a0It\u2019s important for educators to support and advocate for the maintenance of children\u2019s home languages for both the benefits mentioned here but also because,[5]\u00a0\u201c[t]he child\u2019s first language is critical to his or her identity. Maintaining this language helps the child value his or her culture and heritage, which contributes to a positive self-concept.[6]<\/p>\n<p class=\"lt-socialsci-39369\">Children who are English learners bring a wealth of ability and knowledge as well as varied cultural backgrounds to early childhood settings; English learners also require curricular adaptations to make the most of their abilities while they progress toward full English proficiency. The high-quality early childhood practices described in the other domains will also benefit preschool children who are English learners, but they may not be enough.[7]<\/p>\n<p class=\"lt-socialsci-39369\">There are many resources available to support teachers of children who are English Language Learners:<\/p>\n<ul>\n<li class=\"lt-socialsci-39369\"><a href=\"https:\/\/earlylearningco.org\">Colorado Early Learning and Development Guidelines<\/a><\/li>\n<li class=\"lt-socialsci-39369\"><a href=\"https:\/\/www.coloradokids.org\/wp-content\/uploads\/2024\/08\/2024-KC-Report-8.12.24-LOW-RES.pdf\">Kids Count in Colorado<\/a><\/li>\n<li><a href=\"https:\/\/www.colorincolorado.org\/\">Color\u00edn Colorado<\/a><\/li>\n<li><a href=\"https:\/\/www.cde.state.co.us\/cde_english\/elau_pubsresources\">Colorado Department of Education<\/a><\/li>\n<li class=\"lt-socialsci-39369\"><a href=\"https:\/\/www.cde.ca.gov\/sp\/cd\/Re\/documents\/psenglearnersed2.pdf\">Preschool English Learners (2<sup>nd<\/sup> edition)<\/a><\/li>\n<\/ul>\n<\/div>\n<\/div>\n<p><span style=\"font-family: 'Cormorant Garamond', serif;font-size: 1.602em;font-weight: bold\">References<\/span><\/p>\n<\/div>\n<\/div>\n<div id=\"section_1\" class=\"mt-section\">\n<p class=\"lt-socialsci-39369\">[1]\u00a0California Preschool Program Guidelines\u00a0by\u00a0The California Department of Education\u00a0is used with permission<\/p>\n<p class=\"lt-socialsci-39369\">[2]\u00a0The California Preschool Curriculum Framework, Volume 1\u00a0by the California Department of Education is used with permission<\/p>\n<p class=\"lt-socialsci-39369\">[3]\u00a0Image\u00a0by\u00a0Community Playthings\u00a0is used with permission<\/p>\n<p class=\"lt-socialsci-39369\">[4]\u00a0Kamenetz, A. (2016). 6 Potential Brain Benefits Of Bilingual Education. Retrieved from\u00a0https:\/\/www.npr.org\/sections\/ed\/2016\/11\/29\/497943749\/6-potential-brain-benefits-of-bilingual-education.<\/p>\n<p class=\"lt-socialsci-39369\">[5]\u00a0Content by Jennifer Paris is licensed by\u00a0CC-BY-4.0<\/p>\n<p class=\"lt-socialsci-39369\">[6]\u00a0IDRA. (2000). Why is it Important to Maintain the Native Language? Retrieved from\u00a0https:\/\/www.idra.org\/resource-center\/why-is-it-important-to-maintain-the-native-language\/<\/p>\n<p class=\"lt-socialsci-39369\">[7]\u00a0The California Preschool Curriculum Framework, Volume 1\u00a0by the California Department of Education is used with permission<\/p>\n<\/div>\n<footer class=\"mt-content-footer\">\n<hr class=\"autoattribution-divider\" \/>\n<div class=\"autoattribution\">\n<p>This page titled\u00a06.3: Environmental Factors in Supporting Language and Literacy\u00a0is shared under a\u00a0<a href=\"https:\/\/socialsci.libretexts.org\/Courses\/Arapahoe_Community_College\/Introduction_to_Curriculum_for_Early_Childhood_Education\/06%3A_Language_and_Literacy\/6.03%3A_Environmental_Factors_in_Supporting_Language_and_Literacy\" target=\"_blank\" rel=\"nofollow noopener\">not declared\u00a0<\/a>license and was authored, remixed, and\/or curated by Erin Jones, EdS, ECSE, MBA.<\/p>\n<\/div>\n<\/footer>\n<\/div>\n","protected":false},"author":154,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[48],"contributor":[],"license":[],"class_list":["post-171","chapter","type-chapter","status-publish","hentry","chapter-type-numberless"],"part":338,"_links":{"self":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/171","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/users\/154"}],"replies":[{"embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/comments?post=171"}],"version-history":[{"count":6,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/171\/revisions"}],"predecessor-version":[{"id":1483,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/171\/revisions\/1483"}],"part":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/parts\/338"}],"metadata":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapters\/171\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/media?parent=171"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/pressbooks\/v2\/chapter-type?post=171"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/contributor?post=171"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-json\/wp\/v2\/license?post=171"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}