Young Children's
Oral Language Development

ERIC Identifier: ED301361
Publication Date: 1988-00-00
Author: Genishi, Celia
Source: ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL.

The development of oral language is one of the child's most natural--and impressive--accomplishments. This digest presents an overview of the process and mechanics of language development, along with implications for practice.


Almost all children learn the rules of their language at an early age through use, and over time, without formal instruction. Thus one source for learning must be genetic. Humans beings are born to speak; they have an innate gift for figuring out the rules of the language used in their environment. The environment itself is also a significant factor. Children learn the specific variety of language (dialect) that the important people around them speak.

Children do not, however, learn only by imitating those around them. We know that children work through linguistic rules on their own because they use forms that adults never use, such as "I goed there before" or "I see your feets." Children eventually learn the conventional forms, "went" and "feet", as they sort out for themselves the exceptions to the rules of English syntax. As with learning to walk, learning to talk requires time for development and practice in everyday situations. Constant correction of a child's speech is usually unproductive.

Children seem born not just to speak, but also to interact socially. Even before they use words, they use cries and gestures to convey meaning; they often understand the meanings that others convey. The point of learning language and interacting socially, then, is not to master rules, but to make connections with other people and to make sense of experiences (Wells, 1986). In summary, language occurs through an interaction among genes (which hold innate tendencies to communicate and be sociable), environment, and the child's own thinking abilities.

When children develop abilities is always a difficult question to answer. In general, children say their first words between 12 and 18 months of age. They begin to use complex sentences by the age of 4 to 4 1/2 years. By the time they start kindergarten, children know most of the fundamentals of their language, so that they are able to converse easily with someone who speaks as they do (that is, in their dialect). As with other aspects of development, language acquisition is not predictable. One child may say her first word at 10 months, another at 20 months. One child may use complex sentences at 5 1/2 years, another at 3 years.


Oral language, the complex system that relates sounds to meanings, is made up of three components: the phonological, semantic, and syntactic (Lindfors, 1987). The phonological component involves the rules for combining sounds. Speakers of English, for example, know that an English word can end, but not begin, with an "-ng" sound. We are not aware of our knowledge of these rules, but our ability to understand and pronounce English words demonstrates that we do know a vast number of rules.

The semantic component is made up of morphemes, the smallest units of meaning that may be combined with each other to make up words (for example, "paper" + "s" are the two morphemes that make up "papers"), and sentences (Brown, 1973). A dictionary contains the semantic component of a language, and reflects not just what words make up that language, but also what words (and meanings) are important to the speakers of the language.

The syntactic component consists of the rules that enable us to combine morphemes into sentences. As soon as a child uses two morphemes together, as in "more cracker," she is using a syntactic rule about how morphemes are combined to convey meaning. Like the rules making up the other components, syntactic rules become increasingly complex as the child develops. From combining two morphemes, the child goes on to combine words with suffixes or inflections ("-s" or "-ing", as in "papers" and "eating") and eventually creates questions, statements, commands, etc. She also learns to combine two ideas into one complex sentence, as in "I'll share my crackers if you share your juice." Of course speakers of a language constantly use these three components of language together, usually in social situations.

Some language experts would add a fourth component: pragmatics, which deals with rules of language use. Pragmatic rules are part of our communicative competence, our ability to speak appropriately in different situations, for example, in a conversational way at home and in a more formal way at a job interview. Young children need to learn the ways of speaking in the day care center or school where, for example, teachers often ask rhetorical questions. Learning pragmatic rules is as important as learning the rules of the other components of language since people are perceived and judged based on both what they say and how and when they say it.


Parents and caregivers need to remember that language in the great majority of individuals develops very efficiently. Adults should try not to focus on "problems," such as the inability to pronounce words as adults do (for example, when children pronounce r's like w's). Most children naturally outgrow such things, which are a tiny segment of the child's total repertoire of language. However, if a child appears not to hear what others say to her; if family members and those closest to her find her difficult to understand; or if she is noticeably different in her communicative abilities from those in her age range, adults may want to seek advice from specialists in children's speech, language and hearing.

Teachers can help sustain natural language development by providing environments full of language development opportunities. Here are some general guidelines for teachers, parents, and other caregivers:

  • Understand that every child's language or dialect is worthy of respect as a valid system for communication.

    It reflects the identities, values, and experiences of the child's family and community.

  • Treat children as if they are conversationalists, even if they are not yet talking.

    Children learn very early about how conversations work (taking turns, looking attentively, using facial expressions, etc.) as long as they have experiences with conversing adults.

  • Encourage interaction among children.

    Peer learning is an important part of language development, especially in mixed-age groups. Activities involving a wide range of materials should promote talk. There should be a balance between individual activities and those that nurture collaboration and discussion, such as dramatic play, block-building, book-sharing, or carpentry.

  • Remember that parents, caregivers, teachers, and guardians are the chief resources in language development.

    Children learn much from each other, but adults are the main conversationalists, questioners, listeners, responders, and sustainers of language development and growth in the child-care center or classroom. Continue to encourage interaction as children come to understand written language. Children in the primary grades can keep developing oral abilities and skills by consulting with each other, raising questions, and providing information in varied situations. Every area of the curriculum is enhanced through language, so that classrooms full of active learners are hardly ever silent.

This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under OERI contract. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department of Education. ERIC Digests are in the public domain and may be freely reproduced.


Brown, R. A FIRST LANGUAGE: THE EARLY STAGES. Cambridge, MA: Harvard, 1973.


Fletcher, P., and M. Garman, eds. LANGUAGE ACQUISITION, 2nd ed. New York: Cambridge, 1986.

Genishi, C. "Children's Language: Learning Words From Experience." YOUNG CHILDREN 44 (Nov., 1988): 16-23.

Genishi, C., and A. Haas Dyson. LANGUAGE ASSESSMENT IN THE EARLY YEARS. Norwood, NJ: Ablex, 1984.


Hough, R.A., Nurss, J.R., and D. Wood. "Tell Me a Story: Making Opportunities for Elaborated Language in Early Childhood Classrooms." YOUNG CHILDREN 43 (Nov., 1987): 6-12.

Lindfors, J.W. CHILDREN'S LANGUAGE AND LEARNING, 2nd ed. Englewood Cliffs, NJ: Prentice-Hall, 1987.


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