Abstract
The objective was to relate the quality of family, school and neighbourhood environments to the naming skills of children in early childhood education. Sixty-four (64) children from 24 to 60 months of age and one family member from each participated. The Child Naming Test was ap-plied, and to measure the quality of the environments it was applied the Family Poverty Idex, the Home Environment Resources Scale, the Neighbourhood Quality Instrument and the ECERS-R Scale for the school environment. It was identified that 45.3% of the children obtained a high score in the Child Naming Test. Thus, the relationship between the variables pointed out that family members' income and education, as well as joint activities between adults and children, were the factors most associated with the outcome of language, which highlights the importance of monitoring language skills and the quality factors of the environments.
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