A Study On The Relationship Between Kindergarten Language, Reading And Writing Environment And Children's Vocabulary Level

From 3 to 6 years old,preschool children's language is constantly enriched and improved.During this period,children can quickly accumulate and master a large number of vocabulary.The development of vocabulary has a substantial impact on other language skills and future academic achievement.From the perspective of the ecology of human development theory,kindergarten's language and literacy environment is the crucial micro environment for children's language learning.There remain rooms for research on whether the kindergarten's language and literacy environment can play a positive role in children's vocabulary proficiency,and what factors can play a positively affect children's vocabulary proficiency? Therefore,this study will explore the relationship between kindergarten's language and literacy environment and children's vocabulary proficiency.At last,this study suggest how to improve the quality of language and literacy environment and how to improve children's vocabulary proficiency.In this study,the participants were 48 classrooms and 288 children from these classrooms.The measures were revised Early language and literacy Classroom Observation scale Pre-K and Chinese Children's Picture Vocabulary Test tools.Kindergarten's language and literacy environment is used as an explanatory variable,and children's vocabulary proficiency is used as an explained variable.At the same time,to exclude the influence of mother's education in children's family environment,mother's education is used as a control variable.Correlation analysis,regression analysis and other series analysis are carried out to explore the relationship between kindergarten's language and literacy environment and its various factors and children's vocabulary proficiency.The conclusions are as follows:(1)kindergarten's language and literacy environment play a positive role in children's vocabulary proficiency,but this effect is relatively small;compared with the vocabulary breadth,the kindergarten's language and literacy environment are more conducive to the vocabulary depth;(2)in the kindergarten's language and literacy environment,book and book-reading environment as well as print and early writing environment play a positive role in children's vocabulary breadth and depth;(3)in the book and book-reading environment,high-quality teacher-child reading activities plays a positive role in 3-5 years old children's vocabulary breadth;in the print and early writing environment,print environment is beneficial to the 5-6 years old children's vocabulary breadth.According to the research conclusions,this study put forward the following educational suggestions:(1)attention should be paid to the teacher-child interaction,and create high-quality teacher-child reading activities so that children can acquire vocabulary from books;(2)teachers should provide children with a wealth of written materials,especially children aged 5-6,and encourage them to create and use environmental print.