Creating Affirming Environments for Communication and Language Development : A guide for Early Childhood Students and Practitioners

Richardson, T. (2026) Creating Affirming Environments for Communication and Language Development : A guide for Early Childhood Students and Practitioners. London: Routledge. 9781041092551.

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Richardson_2026_Creating_Affirming_Environments_for_Communication_and_Language_Development_Introduction.pdf - Accepted Version
Restricted to Repository staff only until 27 September 2027.

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Abstract:

This accessible text explores the elements required within an environment to support and affirm young children’s communication and language development. The book covers aspects that can be considered in the set-up of any environment, both natural and manufactured, from indoor and outdoor classrooms to forest schools, natural play spaces and home learning environments. Chapters clearly explain key theories around language development and show how this knowledge can be applied meaningfully to encourage collaboration and interaction, and to embrace different communication identities, with insights included into real-life challenges and good practice solutions. Case studies, reflections and practical examples are also woven through to help the reader to think about how they can develop their practice and work effectively with other professionals to support all children and families. The environment in which a child plays and learns is often referred to as the ‘third teacher’, and this book considers how to use the environment to maximise the positive impact on children to enhance their learning. It will be essential reading for early childhood students, as well as early years educators and speech and language therapists.

Uncontrolled Keywords:

/dk/atira/pure/sustainabledevelopmentgoals/quality_education

Creators:

Richardson, T.

Publisher:

Routledge

Date:

27 March 2026

Date Type:

Publication

Place of Publication:

London

Number of Pages:

148

Language:

English

ISBN:

9781041092551

Status:

Published / Disseminated

Refereed:

Yes