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Children need time to develop their second langauge skills, but it's important for children to begin learning and using the school language as early. Knowledge of more than one language can also increase opportunities for cross-cultural comunication and economic cooperation among people.

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While most children produce recognizable first words by 12 moths some may not speak before the age of 3 years. One way to determine whether delayed language reflects a problem or simply an individual diference within the normal range is to determine if the child responds to language and appears to understand even if he or she is not speaking. For older children, delays in learning to read that seem out of speaking with a child's overall cognitive functioning may suggest that there is a specific problem in that domain.

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For used based theorist focus on see and interpreting objects in our visual filled that are actually learned through experience.

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Between a language learning child and and the interlocutor, one-to-one interaction gives children acess to language that is adjusted to their level of comprehension when a child does not provide such interaction.

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Researchers have studied children's language learning enviroments  in a great many different cultural communities. They focused on development of language and ways in which environment provides what children need for language acquisition. Working on language socialization framework they found that in some societies adults do not engage in conversation verbal or play wiht very young children. And others have documented substancial differences in the ways parents in different socioeconomic and ethnic group interacts with the children.

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Vygostky observed the importance of conversation that children have between them and with adults. He observed that language develops primary from social interaction.
His thought was  essentially internalizaed speech. Essential in the second language development.

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For piaget language was one of a number of symbols systems that develop in childhood. Language can be used to represent knowledge that children have acquiered through physical interaction with the environment.

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The critical period hypothesis says that there is a period of growth in which full native competence is possible when acquiring a language. This period is from early childhood to adolescence. Acquisition theories say that adults do not acquire languages as well as children because of external and internal factors, not because of a lack of ability.
The innatist perspective is based on the evidence that there is a critical period for language acquisition.

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Developmental and cognitive psychologists interplay between innate learning ability and the environment in which they develop. They argue that innatist place too mach emphasis on the final state (competence of adults native speaker) and not enough on the development aspects of language acquisiton. In their view language acquisition is but one example of the human child's ability to learn from experience and they see no need to assume that there are specific brain structures devoted to language acquisition. They hypotesize that what children need to know is available in the language they are exposed to as they hear it used in thousand of hours of interactions with the people and objects around them.

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Chomsky's hypothesis is that all human languages are based on some innate universal principles.
The innatist theory believes that children's mind are not blank slates to be filled by imitating language they hear in the environment.
According to this theory children are born with a specific innate ability to discover samples of natural language they're exposed.  Innatist perspective emphasizes that almost all the children succesfully acquire this native laguage or more tha one language if they live in to a multilingual community.

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Skinner (1957). Theory of learning influential in the 1940/50's, especially in the United States.
The behaviorist theory believes that infants learn oral language from other human role models through a process involving imitation, rewards, and practice. Human role models in an infant’s environment provide the stimuli and rewards.
According to this theory the quality and the quantity of the language the child hears, as well as, the cosistency of the reinforcement offerd by other int the environment, would shape the children's language behaviour. It seems to offer a reasonable way of understanding how children learn some of the regular routine aspects of language specially at the earliest stages.

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Since the middle of the 20th Century, three main theoretical positions have been advanced to explain language development. They are BEHAVIOURIST, INNATIST and the INTERACTIONAL/DEVELOPMENTAL PERSPECTIVES

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Children develop the ability to use language to understand the other to express their own meaning.

They learn to read, seeing words representing by letters and that language has a form.

Reading reinforces the understanding that a word is separate from the thing it represents.

Vocabulary grows at a rate of between several and more than a thousand words a year, depending on how much and who widely children read.

Another important development in the school years is the acquisition of different language register. Children learn how written language differs from spoken language. How the language to speak to the playground differs from some reports, languages or narratives.

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By the age of 4 children ask: questions, commands, report, real events, create stories about imaginary ones. Using correct word order and grammatical markers most of the time. They continue to learn vocabulary at the rate of several words a day.

Much of the children begin to acquire less frecuent and more complex linguistic structures such as passive and relative clauses late pre-school is spent in developing  their ability to use language in widening social environment.

They interact more often with unfamiliar adults.

They develop the METALINGUISTIC AWARNESS. The abiliry to treat language as an object separete from the meaning it conveys. They make sense of what they say. They can understand what things mean  .

Language acquisition in pre-school years is impressive. Pre-school children acquire complex knowledge and skills for language and language use. But the school requires new ways of using language and brings new opportunities for laguage development.

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The challenge of learning a complex language system is also illustrated in the developmental stages through which children learn to ask questions. There is a predictable order in which the wh-word emerged. Bloom 1991.
What is generally the first wh-question word to be used it's often learned as part of a CHUNK (Whassat?) and it's some time before learns that there are variations of the forms such as "What's that?".
There is consistency in the acquisition of word order in question. This development is base on learning different linguistic patterns to express meaning that is already understood.
STAGE 1: Children earliest questions are: singles words/simple two, three-word sentences with rising intonation. "Cookie?, Mommy book?"
STAGE 2: they begin to ask more questions and use word order of the declarative sentence with a rising intonation. "You like this?/I have some?"
STAGE 3: it's called fronting.  Gradually children notice that the structure of the question is different and begin to produce questions such as "Can I go?/ Are you happy?". We call fronting because the child notices that questions are formed by putting a verb and a question word at the front of a sentence leaving the rest of the sentence in its statement form. "Do I can have cookie?!
STAGE 4: some questions are formed by subject-auxiliary inversion but there more variety in the auxiliaries that appear before the subject. "Are you going to play with me?". Even at this stage children seem able to use either inversion or a wh-word but no both. "Is he crying but no why he is crying". We find inversion in yes/no questions but no in wh-questions. Unless they are formulaic units such as "what's that?".
STAGE 5: Both wh- and yes/no questions are formed correctly. "Are these your boots?. A negative question may still be a bit too difficult. "Why the teddy beat can't go outside" or when a wh-word appears in a subordinate clause or embedded questions.
STAGE 6: Children are able to correctly form all question type including negative and complex embedded questions.

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Children learn functions of negation very early. to comment on: the disappearance of objects, to refuse a suggestion or to reject an assertion (even at the single word stage).
The following stages of negation have been observed in the acquisition of English. Wode 1981.
STAGE 1: single word no in an utterance. "No, cookie".
STAGE 2: utterances grow longer and the sentence subject may be included. Negative word before the verb. Sentences expressing rejection or prohibition often use "don't". "Don't touch that".
STAGE 3: Negative element inserted into a more complex sentence. Children may add formats of the negative other than "no, can't, don't". These sentences appear to follow the correct English pattern of attaching the negative to the (auxiliary/modal verb). Children do not get these forms for differing persons or tenses. "I can't do it/ He don't want it"
S TAGE 4:Children begin to attach the negative element to the correct form of auxiliary verbs such as (do/be). "She doesn't want it".

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Jean Berko Gleason (1958) one of the first beast known test. In this test, children are shown drawing of imaginary creatures with novel names or people performing mysterious actions. For example, they are told "here is a wug. Now there are two of them. There are two___" or "here is a man who knows how to bod. Yesterday he did the same thing. Yesterday, he___" by completing the sentences with wugs and bodded children demonstrate that they know the patterns for a ural and simple past in English. By GENERALIZING these patterns to words they have never heard before, they show that their language is more than just a list of memorized word pairs such as "book/books". The acquisition of other language features also shown  how children's language develop systematically and how they go beyond what they have heard to create new forms and structures.

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In 1960 researchers focused on how children acquire grammatical morphemes in English.
One of the first studies was carried out by Roger Brown, with colleagues and students The longitudianl study of the language development of children. They found 14 grammatical morphemes were acquired in similar sequence.
The list below shows some of the morphemes they studied adopted from Brown's (1973) book.

1. Present Progressive -ing

2. Plural -s

3. Irreg. Past. Forms.

4. Possessive -s

5. Copula

6. Adjectives

7. Regular past -ed

8. Third-person singular present -s

9. Auxiliary be

Children did not acquire the morphemes at the same age or rate. Researchers studied the frequency with which the morphemes occur in parents speech, the cognitive complexity of the meaning represented by each morpheme, the difficulty of perceiving or pronouncing them, there is no simple satisfactory explanation for the sequence. Most researchers agree that the order is determined by interaction among a number of different factors. Some carefully designed procedures have been develop to explore children's knowledge of grammatical morphemes.

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Language acquisition is one of the most impressive and fascinating aspects of human development.
For example:

- 3 months old baby: will answer the conversational "BA-BA-BA" / Babbling of older babies
- 1-year-old baby: uttered BYE-BYE

Learning languages attracted psychologists and linguists to know what enables a child not only to learn words but to put them together in meaningful sentences.

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The first 3 years milestones and developmental sequences 

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The first 3 years milestones and developmental sequences 

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Researchers described DEVELOPMENTAL SEQUENCES for many aspects of first language acquisition.

The earliest vocalizations are simply the involuntary crying that babies do when they're hungry or uncomfortable.

Soon we hear the cooing and gurgling sound of contented babies, lying in their beds looking at shapes and movement around them.

In those early weeks of like infants are able to hear subtitle differences between the sound of human languages. They distinguish the voice of the mother. They recognize the language that was spoken around their mother before they were born.

In designed experiments, researchers have demonstrated that tiny babies are capable of very fine AUDITORY DISCRIMINATION. they can hear differences between "PA" and "BA" sounds. they have the ability to distinguish between sounds they need to interact with the human speaker. Not by electronic devices.

Infants stop making distinctions between sounds that are not phonemic in the language that is spoken around them. It'll be many months before their own vocalizations begin to reflect the characteristics of the language they hear and still before they connect language sound with a specific meaning.

By the end of the 1st year, babies understand repeated words in the language spoken around them (wave when someone says "bye-bye").

At the 12th months, most babies will have begun to produce a word or two that everyone recognizes.

At the age of 2 children reliably produce at least 50 different words, they begin to combine words into simple sentences such as "Mommy juice". They made TELEGRAPHIC SENTENCES.  Even though function words and grammar morphemes are missing - the word order reflects the word order of the language they are hearing.

In their first 3 years, there are predictable patterns in the emergence and development of many features of the language they are learning. These patterns for some language features have been described in terms of developmental sequences or stages related to children's cognitive development. For example, they do not use temporal adverbs such as tomorrow or last week until they develop some understanding of rime.

Children can distinguish between singular and plural long before they can add plural ending to the noun.  Correct use of irregular plurals such as "feet" take more time and may not be completely under control until school years.