Preschool Language Development

Definition of the topic

Language development is the process of comprehension, testing, and application of the

surrounding languages a preschooler is seeing or hearing (Boyd et al., 2021). The social learning

is a crucial component as we see varying levels of language development based on the quality

and quantity of language exposure (LaMarr, 2022). We see processes like fast-mapping where

preschoolers are linking words they hear or see to life events, and then testing them in their

social environments to get nearly instantaneous feedback (Boyd et al., 2021). As a result of

progressing through the stages of language acquisition their agency skyrockets and they are able

to begin school at age 6 (Minnesota State University Moorhead, 2010).

I selected this topic because the cognitive development taking place during the

preschooler age range is remarkable and evident in their expanding communicative abilities. It is

noted in the Chapter 7: Physical and cognitive development in early childhood presentation

(Boyd et al., 2021), their estimated average amount of vocabulary words jumps from 600 to

15,000 between 2 ½ and 6 years of age. There are several affirming factors in childcare

environments, like acting out roles in the dramatic play centre or, building connections with

peers by perceiving and responding to each other’s verbal and emotional messages (Ontario

Ministry of Education, 2014) just to name a few.

How this topic/concept/theory impacts preschool development

A developing preschooler is beginning to navigate the world with increasing amounts of

autonomy and language development is an asset in this regard. They can formulate and express

their opinions. This is a human right that they are able to gain some significant understanding

around and language development is their path to do so. A preschooler needs language as a part

of everyday social interaction with adults and peers. Now that friendships are gaining importance

an established method of communication can deepen those connections, and lead to an improved

overall wellbeing (Ontario Ministry of Education, 2014). Our societies are built to successfully

deliver an immersive education on language to preschoolers, and their ability to absorb and apply

that language learning is essential for their future.

How this knowledge will impact my future practice

The reasoning for an emphasis on language development for preschoolers that cites their

abilities to be independent and play with language, lends itself to my personal pedagogical

approaches, because I want children feel like there is a shared goal between us. It is natural for

them to push for freedom and learn through play, so if my teaching can bolster these aims, I feel

we could cooperate, and create meaningful learning opportunities, and conducive learning

environments. I also want to make sure I am doing everything in my power to make it an

enriching program cognitively with lots of language learning tools like oral storytelling, books

and word-based games. As the children acquire language with these tools, their social

interactions with one another can serve as opportunities for freely applying their understanding

and testing their knowledge. Then comes my part as an active observer and listener in an

educator role as these leaps from books to peer interactions or even private speech are made.

Example of learning experience to support this area of development

To promote language development in preschoolers a storytelling game played in a group

meeting setting would be a simple and successful experience. The game would encourage the

formulation of sentences, attention to their peer’s sentences, camaraderie and bonding in a social

context over language comprehension and use. The first child to the right of the educator would

start them off with an opening sentence and then each child thereafter would add a sentence to

form a story with everyone’s related ideas. The primary mode of comprehension would be oral

but if requested or required the sentences can be written on a whiteboard or chalkboard.

References

Boyd, D., Bee, H., & Johnson, P. (2021a). Chapter 7: Physical and cognitive development in

early childhood. [PowerPoint slides]. Pearson Canada.

https://learn.humber.ca/ultra/courses/_238358_1/outline/edit/document/_17618536_1?co

urseId=_238358_1&view=content

LaMarr, T. (2022, April 28). 12.4: Interactionist/Social theory. Social Sci LibreTexts.

https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/Infant_and_Tod

dler_Care_and_Development_(Taintor_and_LaMarr)/12%3A_Theories_of_Language_A

cquisition/12.05%3A_Interactionist_Social_Theory

Minnesota State University Moorhead. (2010, September 16). Language acquisition part 1.

https://web.mnstate.edu/houtsli/tesl551/LangAcq/page1.htm

Ontario Ministry of Education. (2014). How does learning happen? Ontario’s pedagogy for the

early years: A resource about learning through relationships for those who work with

young children and their families. https://files.ontario.ca/edu-how-does-learning-happen-

en-2021-03-23.pdf