Abstract

Children’s language development plays a central role and constitutes a primary objective of early childhood education. From the perspectives of pragmatics and developmental psychology, language is not merely a formal system of signs but also an essential means of communication, a vehicle for thought, a cognitive tool, and a medium for children’s emotional development. This article examines the social nature of language, the relationship between language and thought, major theoretical perspectives on language acquisition, and the stages of speech development during the preschool years. On this basis, it proposes a comprehensive set of pedagogical measures for teachers, families, and educational administrators to create an effective pragmatic communication environment and promote children’s holistic development in the contemporary context.

Keywords: Cognition, communication, early childhood education, language development, pragmatics, preschool children.