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Paper short abstract:

Using the four most prominent theories of speech, and language (behavioral, nativistic, semantic-cognitive, and social-pragmatic), this paper analyzes the communicative patterns gleaned from a semester of direct preschool observation.

Paper long abstract:

This paper focuses on speech, and language patterns from a psychoanalytical, and more classical psychological perspective. The backbone of this review is observational research conducted at the college’s adjacent child development lab school, a specialized facility whose aim is to provide a robust education to young children: more specifically, toddlers, and preschoolers. At its core, this paper aims to understand the subconscious motivators that create speech, and language patterns in preschool children, and how the preschool environment plays a role in the communicative development. To do so, this paper utilizes B.F. Skinner’s behavioral theory, Noam Chomsky’s nativist theory, Jean Piaget’s semantic-cognitive theory, and Michael Tomasello’s social-pragmatic theory, in conjunction with quantitative data collected at the college’s lab school. Though this review heavily relies on theories, some decades old, the resulting analysis has practical application in numerous settings, whether the classroom, or at home. It offers insight into the subconscious aspect of language development, allowing educators, and parents alike, to more deliberately, and consciously support a child’s transition from non-verbal to verbal communication, and underlines the importance of multi-situational childhood socialization (obtained both in, and outside of school).