Language Development in Preschoolers and Effective Facilitators: A Literature Review

Peabody College, Vanderbilt University, Nashville, TN, 37203, United States

^* Corresponding author: 1507102030@stu.sqxy.edu.cn

Abstract

With the increased awareness of children’s education and language development, language development has become a crucial topic in recent research and studies. Children’s language development begins in early childhood. A lot of research proved that preschoolers’ (0-5 years old) language development is an obvious predictor of their future language growth and cognitive development. Based on that, this paper will be a literature review of the precious works and summarize the main knowledge related to children’s language development in early childhood. Thus, this paper mainly talks about preschoolers’ language development in each linguistic aspect, such as phonology, syntax, vocabulary, and pragmatics. Besides, this paper will summarize the general rules and milestones of preschoolers’ language development and the factors affecting individual differences. Last but not least, this paper will provide some appropriate and creative interventions that can be used in preschoolers’ language development. Preschoolers’ language development is a complex and dynamic process that follows some general rules. Individual differences also exist in language development caused by children’s language and cognitive differences and language environment socioeconomic status. Applying appropriate interventions based on different children’s needs is the way to maximize the effect on their language development.