Research Project by Uzma Tariq

HOW TO DEVELOP LANGUAGE SKILLS AT

PRESCHOOL LEVEL
Table of Contents
 Abstract
Language development is always in line with the growth of the child. Parents should always pay
attention to these development, because at this time, largely determines the learning process. This
can be done by giving a good example, to motivate children to learn. Parents are largely responsible
for the success of children's learning and should always strive to improve the potential of children
in order to develop optimally.

In view of its function, language is the ability to communicate with others. There are significant
differences between the understanding of language and speech. Languages include all forms of
communication, both expressed in the form of oral, written, sign language, gestures, facial
expressions, pantonim or art. However, spoken language is the most effective form of
communication, and the most important and widely used.

.
This study wants to describe how language both oral and written are developed at the early
childhood. The result shows that there are several theories have challenged the development of
language, such theories are natavism, cognitivism, and behaviourism. Language development is
divided into three periods, namely: Period Prelingual, Early Lingual Period and Differentiation
Period. Start early period this early lingual child starts to say the word - first word which is the
amazing moment for parents.The factors that affect languages development including health,
intelligence, social economic condition, family relationship, family size, peer relationships and
personality.
 Introduction
Language is the ability to communicate with others. There are significant
differences between the understanding of language and speech. Language includes
all forms of communication, whether expressed orally, written, used signs, gestures,
or facial expressions. While the speech is a spoken language that is the most
effective form of communication and considered most important and widely used.
Language development increases through the growth of the children.

Parents should always pay attention to these developments, since it will determine
the learning process. This can be done by giving a good example to motivate
children to learn and so forth. Parents are greatly responsible for the success of
children’ learning and should always strive to improve children's potential in order
to develop optimally.

Language is any form of communication in which a person's thoughts and

feelings symbolized in order to convey meaning to others. Furthermore, language
development starts from the first cry until a child is able to speak a word.

Chomsky (1974) says that an individual is born with a tool to master the
language (Language Acquisition Device/LAD) and find his own ways of working
with the language. In learning the language, people have an innate ability to detect
grammatical category for specific language such as phonology, syntax and
semantic. The nativist argues that the language was too complex and cumbersome,
making it impossible can be learned in a short time through methods, such as
impersonation or imitation. This tool is a gift that has been biologically
programmed to specify the items that may be of a grammar. LAD regarded as a
physiological part of the brain specialized for language processing, and is not
related to other cognitive abilities. Nativist believes that the ability to speak
influenced by the maturity of the brain along with the growth of children. Nativist
separates the language learning with cognitive development. However, it was
criticized with regard to the fact that children learn the language from the
environment and have the ability to change the language if the environment
Literature Review

Preschool education requires a great commitment in continuity because it represents the first
level of pre-university education in our country. "If a child has passed the pre-school education,
integration into elementary school becomes easier." 1 Thus, quality education in the early
childhood has a high selection in the entire mandatory education system and for all people who
benefit from this education. The basic literature that is intended for preschool education has
clarified the areas of development, the curriculum lines to be followed, the objectives its aims to
achieve, and the materials to be used during the educational activities. Different educational
models are implemented in the preschool education institutions of our country, such as
traditional education "Step by Step", Rexhio-Emilia, "Montesor", "Frobel " etc. 2

Achieving success with pre-school children requires an interactive methodology, an instructive and
active educational process, updated with sophisticated methods, strategies and advanced learning
techniques. Therefore, it is the responsibility of each educator/teacher to make effective use of
multiplicity of strategies and methods of education in order to achieve the objectives set, and in this
way the children can directly see their progress and their results. As a matter of fact, preschool
educators need more in-depth theoretical and practical knowledge of the new methods that are in
use, so that the work with children will also be more productive. Responsive educators do not
hesitate, but they consistently associate the methods of education with working techniques that
help achieve the objectives set out in the curriculum. Every passionate educator should strive to
discover the children's learning style and preferences and adapt the materials and activities in that
o that the work with children will also be more productive. Responsive educators do not hesitate,
but they consistently associate the methods

Purpose
The purpose of this study was to determine the effect of different activities to enhance language
skills and observe different factors effecting developing language skills from preschool level and to
see different research work done related to it.

Metodology
In our existing metod of teaching,the lesson is planned in a way where students use materal
and guidance from teacher and activities planned for them for inhancement of language
skills at preschool level and further.

Participants
20 students of EYS2 red were studied in classroom environment and during outdoor
Activities at school during academic year 2021-22.
Procedure
The study was conducted in a class room at Army Public School sherkhan
Campus and kids living nearby streets.In school the students were given
instructions while using material to improve language skills and technique as
well as games.

1.Tests were held about listening and speaking and understanding to gather
data

2.Students participated in different litening and speaking skills activities.

3.Students participation was checked in class room environment and outdoor

activities.

Different lessons were given by using materials such as stories,Pupiets,games

and different techniques and methods like role play,Word games,Jokes and
riddles etc were used.
Theories of Language Development
Skinner: Operant Conditioning

B. F. SKINNER BELIEVED THAT CHILDREN LEARN LANGUAGE THROUGH  OPERANT CONDITIONING; IN OTHER
WORDS, CHILDREN RECEIVE “REWARDS” FOR USING LANGUAGE IN A FUNCTIONAL MANNER. FOR EXAMPLE, A
CHILD LEARNS TO SAY THE WORD “DRINK” WHEN SHE IS THIRSTY; SHE RECEIVES SOMETHING TO DRINK,
WHICH REINFORCES HER USE OF THE WORD FOR GETTING A DRINK, AND THUS SHE WILL CONTINUE TO DO SO.
THIS FOLLOWS THE FOUR-TERM CONTINGENCY THAT SKINNER BELIEVED WAS THE BASIS OF LANGUAGE
DEVELOPMENT—MOTIVATING OPERATIONS, DISCRIMINATIVE STIMULI, RESPONSE, AND REINFORCING STIMULI.
SKINNER ALSO SUGGESTED THAT CHILDREN LEARN LANGUAGE THROUGH IMITATION OF OTHERS, PROMPTING,
AND SHAPING.
Chomsky: Language Acquisition Device
NOAM CHOMSKY’S WORK DISCUSSES THE BIOLOGICAL BASIS FOR LANGUAGE AND CLAIMS THAT
CHILDREN HAVE INNATE ABILITIES TO LEARN LANGUAGE. CHOMSKY TERMS THIS INNATE ABILITY THE
“LANGUAGE ACQUISITION DEVICE.” HE BELIEVES CHILDREN INSTINCTIVELY LEARN LANGUAGE
WITHOUT ANY FORMAL INSTRUCTION. HE ALSO BELIEVES CHILDREN HAVE A NATURAL NEED TO USE
LANGUAGE, AND THAT IN THE ABSENCE OF FORMAL LANGUAGE CHILDREN WILL DEVELOP A SYSTEM OF
COMMUNICATION TO MEET THEIR NEEDS. HE HAS OBSERVED THAT ALL CHILDREN MAKE THE SAME
TYPE OF LANGUAGE ERRORS, REGARDLESS OF THE LANGUAGE THEY ARE TAUGHT. CHOMSKY ALSO
BELIEVES IN THE EXISTENCE OF A “UNIVERSAL GRAMMAR,” WHICH POSITS THAT THERE ARE CERTAIN
GRAMMATICAL RULES ALL HUMAN LANGUAGES SHARE. HOWEVER, HIS RESEARCH DOES NOT IDENTIFY
AREAS OF THE BRAIN OR A GENETIC BASIS THAT ENABLES HUMANS’ INNATE ABILITY FOR LANGUAGE.

Piaget: Assimilation and Accommodation

PJEAN PIAGET’S THEORY OF LANGUAGE DEVELOPMENT SUGGESTS THAT CHILDREN USE BOTH
ASSIMILATION AND ACCOMMODATION TO LEARN LANGUAGE. ASSIMILATION IS THE PROCESS OF
CHANGING ONE’S ENVIRONMENT TO PLACE INFORMATION INTO AN ALREADY-EXISTING SCHEMA (OR
IDEA). ACCOMMODATION IS THE PROCESS OF CHANGING ONE’S SCHEMA TO ADAPT TO THE NEW
ENVIRONMENT. PIAGET BELIEVED CHILDREN NEED TO FIRST DEVELOP MENTALLY BEFORE LANGUAGE
ACQUISITION CAN OCCUR. ACCORDING TO HIM, CHILDREN FIRST CREATE MENTAL STRUCTURES
WITHIN THE MIND (SCHEMAS) AND FROM THESE SCHEMAS, LANGUAGE DEVELOPMENT HAPPENS.

Vygotsky: Zone of Proximal DevelopmentLev Vygotsky’s theory of language

development focused on social learning and the zone of proximal development
(ZPD). The ZPD is a level of development obtained when children engage in social
interactions with others; it is the distance between a child’s potential  to learn and
the actual learning that takes place. Vygotsky’s theory also demonstrated that
Piaget underestimated the importance of social interactions in the development of
language. Piaget’s and Vygotsky’s theories are often compared with each other, and
both have been used successfully in the field of education.

Early Childhood
Early childhood is a child in the age of 0-6 years (UUSPN No.20 / 2003,
Article 28, paragraph 1). At the age of 0-2 years of physical and brain growth is
done through ‘yandu’ (pelayanan terpadu) from the Ministry of Health, Depsosial,
BKKBN and the Ministry of Education. In the early childhood program, the
Ministry of Education is expected to be the "Leading Sector".At the age of 2-4 years
children are in TPA or Play Group. At the age of 4-6 years is done through kindergarten
(TK A and B). Early childhood education( PAUD) is an effort that is intended to provide
educational stimuli to assist thegrowth and development of children physically and
mentally in order to have the readiness to enter further Education.

International Conference on Education (IECO) | 281

FUN ACTIVITIES THAT HELP DEVELOP LANGUAGE LEARNING

IN CHILDREN

WORD GAMES. EXPAND YOUR CHILDREN’S VOCABULARY WITH WORD GAMES. IT CAN BE
AS SIMPLE AS POINTING OUT ITEMS AT HOME OR DURING A ROAD TRIP E.G. “I AM NOW
MIXING THE BUTTER INTO THE BATTER” OR “TALL BUILDINGS ARE ALSO CALLED
SKYSCRAPERS”. YOU MIGHT EVEN GIVE THE DEFINITION OR SHARE BACKGROUND
INFORMATION ABOUT THESE WORDS. GAMES LIKE SCRABBLE, PICTIONARY OR A ROUND OF
CHARADES ALSO ENCOURAGE VOCABULARY DEVELOPMENT AND COMMUNICATION SKILLS. 

JOKES. TELLING AGE-APPROPRIATE PUNS WILL ALSO HELP FOSTER GOOD HUMOUR AND
CREATIVITY IN CHILDREN. THIS ALSO ENCOURAGES WORDPLAY AND IMAGINATION. YOU
CAN READ THROUGH KID-FRIENDLY JOKE BOOKS AND TAKE TURNS TELLING WITTY
STORIES. AVOID BEING TOO CRITICAL OF THEIR GAGS, SPEECH, OR ARTICULATION.
INSTEAD, MODEL PROPER PRONUNCIATION OR GRAMMAR BY REPEATING THE STATEMENT
BACK TO THEM IN THE CORRECT WAY E.G. WHEN YOUR CHILD SAYS “I GOED SO FAST!”
INSTEAD OF SAYING, “THAT’S NOT HOW YOU SAY IT”, YOU CAN OPT TO SAY, “YES, YOU
WENT SO FAST!” 

RIDDLES. RIDDLES ARE FUN WAYS TO USE WORDS AND PAINT PICTURES OF SCENES OR
SITUATIONS. READ OR SAY RIDDLES ALOUD TO EACH OTHER AND EXPLAIN TO YOUR
CHILDREN THE DIFFERENT DEFINITIONS OF A SINGLE WORD E.G. SCHOOL AS IN A PLACE OF
LEARNING OR SCHOOL AS IN A GROUP OF FISH TO HELP THEM UNDERSTAND THE RIDDLE
BETTER.

RHYMES. THE REPETITIVE CHANTING, READING, WRITING, OR HEARING OF RHYMES

PROMOTES GOOD LISTENING SKILLS AND MEMORY RETENTION, ASIDE FROM DEVELOPING
SPEECH. YOU CAN ALSO NARRATE WHAT YOU DO AT HOME WITH RHYMING WORDS OR LET
YOUR CHILDREN TELL YOU ABOUT THEIR FAVOURITE TOYS USING RHYMING WORDS.

HOMONYMS. PROMOTE LISTENING AND COMPREHENSION SKILLS BY PLAYING WITH

WORDS THAT SOUND THE SAME BUT HAVE DIFFERENT MEANINGS. ALLOW YOUR CHILDREN
TO THINK OF WORDS THAT SOUND ALIKE AND LET THEM TRY TO DEFINE EACH ONE. THIS
IS ALSO A GOOD GAUGE OF HOW MUCH YOUR CHILDREN’S VOCABULARY HAS EXPANDED
AND IF THEIR UNDERSTANDING OF THE WORDS IS CORRECT.

STORYTELLING. WHILE STORYBOOKS PROVIDE AMPLE ENTERTAINMENT, SHARING

STORIES – WHETHER REAL OR MAKE-BELIEVE – CAN PROVIDE A GOOD BONDING TIME
WITH YOUR CHILDREN WHILE HELPING DEVELOP THEIR COMMUNICATION SKILLS.
EXCHANGE STORIES ABOUT DAILY EVENTS. BROADEN THEIR IMAGINATION WITH
FANTASTICAL STORIES AND LET THEIR CREATIVITY GROW AS YOU MAKE UP STORIES ABOUT
ANYTHING AND EVERYTHING AROUND THEM.

SONGS. ASIDE FROM HARNESSING THEIR MUSICAL ABILITIES, SONGS ALSO HELP CHILDREN
LEARN NEW WORDS. LYRICS HAVE A SENSE OF RHYME AND RHYTHM SO IT WILL BE EASY
AND ENTERTAINING FOR THEM TO SING ALONG. IN ADDITION, SIMPLY PUTTING A TUNE TO
AN ACTIVITY CAN BE A FUN GAME THAT YOU CAN PLAY WITH YOUR CHILDREN.

TONGUE TWISTERS. TONGUE TWISTERS ARE AN EXCELLENT AND FUN WAY TO TEACH
CHILDREN CORRECT PRONUNCIATION AND ENUNCIATION OF WORDS. IT IS A FUN WAY TO
TRAIN THEIR TONGUE TO PRONOUNCE WORDS. START WITH SIMPLE ONES AND WORK
YOUR WAY UP.

WORDS CAN BE A LOT OF FUN IF WE KNOW HOW TO MAXIMISE THEIR USE. TOGETHER,
THEY CAN BE MADE UP INTO STORIRIES, SONGS, AND A WHOLE LOT OF OTHER THINGS
THAT WILL HELP YOUR CHILDREN BE MORE ELOQUENT. CONTINUE TO ENCOURAGE YOUR
CHILDREN TO SPEAK WELL BY CONSTRUCTING A HEALTHY AND FUN LEARNING
ENVIRONMENT WHERE THEY CAN UNLEASH THEIR CREATIVITY AND BROADEN THEIR
LINGUISTIC SKILLS. GUIDE THEM ON HOW TO EXPRESS THEIR THOUGHTS, FEELINGS AND
ACTIONS BETTER THROUGH THE USE OF WORDS AS THIS WILL PREPARE THEM TO FACE THE
WORLD WITH CONFIDENCE AS THEY GROW.
Language Development Period
Language development of children is divided in three periods, as follows:
Prelingual Period (age 0-1 years)
At this period children cannot pronounce 'spoken language' as spoken of
adults, in the sense of not following the rules of the applicable language. In this
period the child has a language of its own, such as babbling instead of
communication with others. For example baba, mama, tata, which may be a reaction
to a particular situation or a particular person as a symbol for the beginning of a
mental process maturity at the age of 9-10 months.
Early Lingual Period (1 to 3 years)
In this period, children began to speak the first words, though not yet
complete. For example: akit (sakit), agi (lagi), itut (ikut), atoh (jatuh). At this time
some combination of letters is still difficult to say, and few letters still difficult to
pronounce like r, s, k, j, and t. The proficiency improvement is quickly developed
and can be divided into three periods, namely:
a. One word sentence period
According to the rules of grammar, sentence of one word is not a sentence,
because it consists of only one word, but experts of language development
of children thought that the first words spoken by children can mean more
than just a 'word' for the word is an expression of complex ideas, which in
the adult is expressed in complete sentences. For example: the words
"mother" can mean: Mom here! Mom where? Mother, help me! That is
mother’s dress, Mother I am hungry, and so on.
b. Two words sentence period
Generally, the second sentence appears when children begin to understand
a theme and try to express it. This happened at about the age of 18 months,
International Conference on Education (IECO) | 283
where the child determines that the combination of these two words have a
certain relationship that has different meanings, for example, the meaning
of belonging (mommy dress), and adjective (blue crayon), so on.
c. More than two words sentence period
The period of sentence of more than two words shows the ability of children
in the field of morphology. Skills form the sentence increased. It can be seen
from the length of the sentence, the sentence of three words, four words, and
so on. In this period the use of language is no longer egocentric, but the child
had used for communication with others, so they started a real relationship
between children and adults.
Differentiation Period (3 – 6 years)
In this period children's skills in organizing the differentiation of words and
sentences are more appropriate. Broadly, the general characteristics of language
development in this period are as follows:
a. Phonological development may be said to have ended. There may still be
difficulty in pronouncing pluralistic and complex consonants.
b. Vocabulary gradually began to grow. Nouns and verbs are more
differentiated in its use, it is characterized by the use of prepositions,
pronouns and auxiliary verbs.
c. Language for communication functions properly - really starts to work.
Children want to share their perception and experience of the outside world
to other people, by providing feedback, ask, order, tell and others.
d. Start the development of morphology, characterized by the emergence of a
plural word, change the suffix, change verbs, and others.
Factors Affecting Language Development
Health
Healthy children learn faster than children who do not speak well, because
motivation is stronger for being member of social groups and communicate with
others. If the first two years of age, childen experience constant pain, children
consider experience slowness or difficulty in the development of their discussion.
Internationalntelligence
Children who has high intelligence to learn, speak more quickly and
demonstrate mastery of the language than children who’s in low level of
intelligence.
Social-Economic of the Family
Several studies on the relationship between language development and
family’s social status show that children who come from poor families lacks in
language development than children from richer families. This condition is
probably caused by learning differences or opportunities (poor families allegedly
less attention) to second child language development – or both.
Family Relations
Healthy relationships between parents and children will be an opportunity
for the development of children's language, whereas an unhealthy relationship will
result in the children to experience difficulties or delays in language development.
Family Size
Single child or children from small families usually speak earlier and better
than children from large families. Because parents can set aside more time to teach
their children to speak.
Relationships with Peers
The more the children's relationship with their peers, the more they want to
be accepted as a peer group member, and the more powerful their motivation to
learn to speak.
Personality
Children who can adapt well tended to have better speaking ability, both
quantitatively and qualitatively.

International Conference on Education (IECO) | 285

Analysis and Conclusions
The game in the function of education for the recognition and learning of reading and
writing skills creates favorable conditions for a natural preparation of preschool children
in accordance with the particular characteristics of the psycho-physical, socio-
emotional, and their intellectual development. Structured teaching environments in
various educational fields create favorable conditions for the development and the
education of cognitive interests, skills, and habits at this age. Fields of activities in
preschool institutions are numerous such as: language education, physical and health
education, mathematics, scientific, etc. Through various activities in the field of physical
and health education, children during various systematic exercises train for coordinated
hand and eye movements and even for the entire body. Kindergartens equipped in
structured settings in preschool institutions are stimulating places using tools and
materials such as paper, plasticine, clay, soft wire, rods, seeds etc. In these
environments the children not only experience positive emotions but they also develop
and exercise the muscles of their hands and fingers. Children are trained to be aware of
motor activities that are developed by time. These psycho-motor skills are developed
and strengthened through the organization of functional games, rhythmic exercises, and
thematic games. Research has shown that children with preschool preparation not only
know the letters but also they apply skills in their writing. In the field of language
development and communication, educators and parents should work based on some
of the following components: developing through symbols, spoken language, heared
language, written language, knowledge of books and language signs, etc.

Referances

Mato, Erlehta, 1995, Some psychological and social features of the preschool, Tirana.
2.Karaj,Th,2005, Psychology of Child Development Progress, Tirana
Musai,Bardhyl,2003, Methodology of Teaching, Pegi, Tirana
Kincher,J,2005, Psychology for Children, Logos, Skopje
Nikoliq,Stanisha,2005, The World of Child Psychology, Furkan ISM,Skopje
Chaer, Abdul. (2003). Psikolingustik Kajian Teoritik. Jakarta: Rineka Cipta.
Hurlock, B. E. (1978). Perkembangan Anak. Jakarta: Erlangga.
Mar’at, Samsunuwiyati. (2005). Psikolinguistik. Bandung: Refika Aditama.
Monks, F.J. (2006). Psikologi Perkembangan. Yogyakarta : Gadjah Mada
University Press.
Setyawan, Yasin. (2006). Pengajaran Bahasa Inggris Pada Anak Usia Dini.
http://siaksoft.net diakses pada tanggal 30 Juli 2015
Supriyadi, Oding. (2010). Perkembangan Peserta Didik. Yogyakarta : Kurnia
Kalam Semesta.