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Abstract
Early language environments provide the context for young children’s language learning. Understanding the general public’s knowledge about what is important and influential in early language environments can provide foundation on current perceptions. In this qualitative study, 25 undergraduate college students were interviewed on their knowledge and expectations regarding early language. The interview transcripts were transcribed and coded to explore college students’ perspectives of language learning in children birth to three years of age and the environmental factors that influence quality language learning. Phenomenology was used as a framework for reflexive thematic analysis in effort to extrapolate themes within the interviews pertaining to perspectives of language learning and environmental factors. Five themes were identified within the interviews that were compared against developmental norms and peer-reviewed research. How perspectives aligned with and diverged from developmental guidelines and evidence are discussed.