Aspects of language knowledge in prechoolers

Abstract

Language development in the years of preschool education is the dimension of the cognitive sphere. As the development of many particles, the language skills of pre-school children have passed the trials by creating a stable language base. Phonology, morphology, semantics, syntax and pragmatics of a language are taught and embedded in a continuous interaction.

Using in a correct way the grammatical and syntax language, the discovery of some basic rules of grammar, the correct use of words with regular language skills, indicates that the child is advancing in the use of language by norms, easily passing the message to the listener.

The intellectual advancement of the child is limited if he is unable to read. The reading habits are attained using different methods, such as like: The method of the alphabet; Syringe method; Method of speech; The phrase method; Sentence method; The narrative method; The method of phonology. The expansion of phonological and lexical inventories will have an impact on the child's future, so it is important that he be helped to own the language and vocabulary introduced through the books.

The language has a social use that includes not only words as separate choices but also the message to be sent. Consequently, when children hear a new word they are first interested in discovering what this means in the mind of the speaker, thus narrowing the possible meanings of the word used. The linguistic development of the preschool is a very complicated and multifaceted process through which the mind turns the spoken language into a concrete sense.