Supporting Language Development in Early
Childhood
Supporting Language Development in Early Childhood
For more than a decade, my fourth-floor office window overlooked
the preschool and kindergarten play yard of our university
laboratory school. On mild fall and spring mornings, the doors of
the classrooms swung open, and sand table, easels, and large
blocks spilled out into a small courtyard. Alongside the building
was a grassy area with jungle gyms, swings, a playhouse, and a
flower garden planted by the children. Beyond it lay a circular
path lined with tricycles and wagons. Each day, the setting was
alive with activity.
The years from 2 to 6 are often called “the play years,” since play
blossoms during this time and supports every aspect of
development. Our discussion opens with the physical attainments
of early childhood—growth in body size and improvements in
motor coordination. We look at genetic and environmental factors
that support these changes and at their intimate connection with
other domains of development.
Then we explore early childhood cognition, beginning with
Piaget’s preoperational stage. Recent research, along with
Vygotsky’s sociocultural theory and information processing,
extends our understanding of preschoolers’ cognitive
competencies. Next, we address factors that contribute to early
childhood mental development—the home environment, the

Published by

Dissertations

View all posts