Our Research!

Some of our Resources Include:

“Environmental Print and Its Relationship with Literacy Development" (2012)
by Gernsbacher, S. (Journal of Educational Psychology).
This study emphasized the importance of environmental print—such as labels, signs, and posters—in promoting early literacy. The research highlighted that young children begin to recognize and make sense of printed language in their environments long before they can read or write fluently. The study showed that exposure to environmental print supports vocabulary acquisition, letter recognition, and an understanding of print concepts.

"Language, Literacy, and Learning in the Classroom: The Role of Environment" (2015)

by O'Connor, K., & O'Neill, J. (Journal of Early Childhood Education)
This study drew on Vygotsky's sociocultural theory, arguing that children learn language through social interactions in meaningful contexts. Labeled environments, such as labeled classroom objects or word walls, offer opportunities for scaffolded learning, where children engage with peers and adults in a shared space to negotiate meaning and understanding.

"Environmental Cues and Cognitive Development in Preschool Children" (2019)

by Arnold, D. H., & Hicks, S. (Developmental Psychology)
This study found that environmental cues, including labels, help young children navigate their learning environment. Labeled objects, colors, and word walls support children in recognizing the function and organization of their space, which in turn promotes independence, problem-solving, and social interaction.

"Language Acquisition in Dual-Language Environments" (2021)

by Garcia, O., & Wei, L. (Bilingual Education Journal)
This study emphasized the importance of using labeled environments to support bilingual children in their language acquisition process. The research found that dual-language labels in classrooms promote vocabulary development and facilitate code-switching between languages, improving both language comprehension and production.