Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.9, No.15, 2018 89 Organization of Learning Environment in Teaching Language Activities: A Focus on ECD Learners Celestine Cheptoo Chepkwony 1 , Nabwire Violet Kafwa 2 , Anne Syomwene Kisilu 3 1. Raruowa Primary School: Box 33; 40300 Homa Bay, Kenya 2. Department of Curriculum Instructions and Educational Media, Moi University P.O Box 3900-30100 Eldoret Kenya *E-mail of the corresponding author : chepcele2010@yahoo.com Abstract This paper examines how teacher’s environmental organization relates to learning language activities in ECD. Organization of learning environment is a vehicle for getting learners from where they are to where they need to be an academic year later. To obtain the results for this study environment organization was examined using observation schedule. It examined the organization of learning environment used by teachers to prepare ECD learners cope with instruction of English language in lower primary. The study was founded on the theory of behaviorism by B.F. Skinner who believes that environmental factors govern language development. Descriptive Survey research design was used to have an in depth focuses of this study. The target population was 335 ECD teachers, 225 ECDE centers. Therefore sample size was 34 teachers and 22 centers. The results demonstrated that environment organization was associated with improvement in learner’s language activities performance. It also shows that most of the basic and favorable learning environment were lacking in most of the centers. The study therefore concluded that, majority of learners in ECD were not effectively prepared in language activities to cope with instruction of English language in lower primary. The study then recommended that, the Ministry of Education and KICD to organize regular seminars for head teachers, lower primary teachers and preschool teachers, so as to develop an organized programme that will ensure uniform preparation process of ECD learners in language activities to cope with instruction of English language in lower primary. Keywords: Organization, Environment, Learning, Language Activities, ECD 1. Introduction Early Childhood Development Education (ECDE) is a foundation on which Education For All (EFA) and especially basic education should be founded (Nyamwange, 2012). ECDE is the education given to younger children before the age of entering primary education thus 6 years (Obiweluozor, 2015). The United Nations through Sustainable Development Goals (SDGs) identified ECDE as a key educational goal (United Nations, 2015). It is often essential in terms of the detection of impediments to quality learning in public schools which if not addressed could affect country’s National Goals of Education, Bill of Rights, Education For All objectives and Vision 2030 social pillar goal. Provision of quality education is one of the goals identified in the new United Nations Sustainable Development Goals (UN, 2015). To achieve quality education, learning environment is an important variable. Environmental preferences are other important features for example sitting arrangement, spacing, grouping, wall display, temperature, lighting, noise level among others. These factors affect learners in different ways and are directly related to individual learning styles. Hence how can a teacher address environmental preferences in the classroom? Provide opportunities for children to move around, establish informal furniture arrangement and help learners become aware of their own temperature preferences. In Kenya there is concern on the quality of early childhood education which is still considered critical to the achievement of Vision 2030 through the National Goals of Education (Uwezo, 2014). Kenya is a signatory to the UN convention and has passed several laws to ensure that all children are entitled to their constitution rights as contained in the Kenyan 2010 Constitution. This was done in the light of the fact that Pre-School is the most critical period for cognitive and social development in all children. The current constitution has uplifted English to an official language (Government of Kenya, 2010). Currently, the Kenya government’s policy is to encourage the use of English as the official language and as a medium of communication in schools. English was declared the official language and various local languages continued to serve as the medium of communication in the rural areas and in most communities. From the above, it is evident that English language plays a pivotal role in our education system since it is a core subject in the school curriculum and is also taught and learnt at all levels of education. Hence interventions should be made to overcome the challenges that would affect the attainment of quality education for all (Republic of Kenya/UNESCO, 2012; Obuchere et al., 2014). Preschool centers are the recipient of the innocent innate children as they transit from home to school. As they move to school, they need to adapt to the new