Early Childhood Language Development: Factors, Theoretical Perspectives, and Educational Implications
Abstract
Language development in children represents a critical foundation for cognitive, social, and academic growth, yet it is highly influenced by biological, environmental, and socio-cultural factors that can either support or hinder progress. This study aimed to analyze theories, stages, and determinants of children’s language development and to identify potential barriers that may impede optimal growth. Using a qualitative descriptive design based on a systematic literature review, data were collected from books, journal articles, and credible reports, which were then synthesized through thematic analysis to capture key concepts and patterns. The results reveal that language development progresses through identifiable stages—from babbling and single words to complex sentences—and is strongly shaped by interaction with caregivers, enriched literacy environments, and exposure to social communication. At the same time, obstacles such as limited parental engagement, socioeconomic disparities, and neurodevelopmental risks were found to negatively affect linguistic competence. The discussion emphasizes that language development is not only a linguistic and cognitive process but also a socio-cultural phenomenon requiring integrative support from families, educators, and policymakers. The implication of this research is that holistic strategies combining play-based learning, dialogic reading, parental involvement, and inclusive early education policies are essential for fostering equitable and sustainable language growth among children.
References
Al-Harbi, S. S. (2019). Language development and acquisition in early childhood. Journal of Education and Learning (EduLearn), 14(1), 69–73. https://doi.org/10.11591/edulearn.v14i1.14209
Beauchamp, M. L. H., Amorim, K., Wunderlich, S. N., Lai, J., Scorah, J., & Elsabbagh, M. (2022). Barriers to access and utilization of healthcare services for minority-language speakers with neurodevelopmental disorders: A scoping review. Frontiers in Psychiatry, 13, Article 915999. https://doi.org/10.3389/fpsyt.2022.915999
Bivarchi, F. A., Kehyayan, V., & Al-Kohji, S. M. (2021). Barriers to the early detection and intervention of children with autism spectrum disorders: A literature review. Journal of Nursing Education and Practice, 11(11), 72. https://doi.org/10.5430/jnep.v11n11p72
Cioffredi, L.-A., Garner, B., Maxwell, J. R., Merhar, S., Peralta-Carcelen, M., Scott, L. S., Sisodia, M., & DeMauro, S. B. (2024). Infant and early childhood physical health assessments in the HEALthy Brain and Child Development (HBCD) study. Developmental Cognitive Neuroscience, 69, 101414. https://doi.org/10.1016/j.dcn.2024.101414
Coppola, M., & Walker, K. (2024). Early language access and STEAM education: Keys to optimal outcomes for deaf and hard of hearing students. Education Sciences, 15(7), 915. https://doi.org/10.3390/educsci15070915
Cui, G., Ren, Y., & Zhou, X. (2025). Language as a modulator to cognitive and neurological systems. Acta Psychologica, 254, 104803. https://doi.org/10.1016/j.actpsy.2025.104803
Dicataldo, R., & Roch, M. (2022). How does toddlers’ engagement in literacy activities influence their language abilities? International Journal of Environmental Research and Public Health, 19(1), 526. https://doi.org/10.3390/ijerph19010526
Doyle, L., McCabe, C., Keogh, B., Brady, A., & McCann, M. (2020). An overview of the qualitative descriptive design within nursing research. Journal of Research in Nursing, 25(5), 443–455. https://doi.org/10.1177/1744987119880234
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
El-Dali, H. M. (2019). An alternative approach to linguistic theories of language acquisition: Focus on the cognitive theory. Journal of Advances in Linguistics, 10, 1488–1522. https://doi.org/10.24297/jal.v10i0.8046
Endevelt-Shapira, Y., Bosseler, A. N., Mizrahi, J. C., Meltzoff, A. N., & Kuhl, P. K. (2024). Mother-infant social and language interactions at 3 months are associated with infants’ productive language development in the third year of life. Infant Behavior and Development, 75, 101929. https://doi.org/10.1016/j.infbeh.2024.101929
Finders, J., Wilson, E., & Duncan, R. (2023). Early childhood education language environments: Considerations for research and practice. Frontiers in Psychology, 14, Article 1202819. https://doi.org/10.3389/fpsyg.2023.1202819
Garaigordobil, M., Berrueco, L., & Celume, M.-P. (2022). Developing children’s creativity and social-emotional competencies through play: Summary of twenty years of findings of the evidence-based interventions “Game Program.” Journal of Intelligence, 10(4), 77. https://doi.org/10.3390/jintelligence10040077
Hamuddin, B., Ramadhani, M. R., & Ningrum, F. S. (2025). The impact of home language and literacy environment on children’s learning outcomes. Script Journal: Journal of Linguistics and English Teaching, 10(1), 138–163. https://doi.org/10.24903/sj.v10i1.2001
Hoff-Ginsberg, E. (1991). Mother-child conversation in different social classes and communicative settings. Child Development, 62(4), 782–796. https://doi.org/10.1111/j.1467-8624.1991.tb01569.x
Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), 55–88. https://doi.org/10.1016/j.dr.2005.11.002
Huang, X., & Lajoie, S. P. (2023). Social emotional interaction in collaborative learning: Why it matters and how can we measure it? Social Sciences & Humanities Open, 7(1), 100447. https://doi.org/10.1016/j.ssaho.2023.100447
Jiang, Y., Lau, C., & Tan, C. Y. (2024). Socioeconomic status and children’s English language and literacy outcomes: The mediating role of home literacy environment. Early Education and Development, 35(3), 588–614. https://doi.org/10.1080/10409289.2023.2186089
Karousou, Á., & Economacou, D. (2024). Quantity and quality of book reading to infants and toddlers: Their effect on early communication and language development. Psychology: The Journal of the Hellenic Psychological Society, 29(1), 1–27. https://doi.org/10.12681/psy_hps.34486
Knauer, H. A., Jakiela, P., Ozier, O., Aboud, F., & Fernald, L. C. H. (2020). Enhancing young children’s language acquisition through parent-child book-sharing: A randomized trial in rural Kenya. Early Childhood Research Quarterly, 50, 179–190. https://doi.org/10.1016/j.ecresq.2019.01.002
Kuvač-Kraljević, J., Blaži, A., Schults, A., Tulviste, T., & Stolt, S. (2021). Influence of internal and external factors on early language skills: A cross-linguistic study. Infant Behavior and Development, 63, 101552. https://doi.org/10.1016/j.infbeh.2021.101552
Listyowati, A., Hartanti, J., & Merdika, N. (2024). A qualitative study on integrating language development methodology for enhancing early childhood creativity and giftedness. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 9(4), 1054–1068. https://doi.org/10.31004/obsesi.v9i4.6923
McCullough, K. (2018). Trauma, autism, and neurodevelopmental disorders. Springer. https://doi.org/10.1007/978-3-030-00503-0
Muzaki, F. I. (2024). Aligning cognitive development theory with whole language teaching in elementary education: Strategies and activities for enhancing language learning. Journal of Language and Linguistics in Society, 46, 25–35. https://doi.org/10.55529/jlls.46.25.35
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step process of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231205789
Nawaz, M., Nizamani, M., Mehak, & Hameed, R. (2024). Analyze how children acquire language and the cognitive processes involved, including the role of environmental and social factors. Bulletin of Business and Economics, 13(3), 239–247. https://doi.org/10.61506/01.00483
Ndlovu, B., Okeke, C., Nhase, Z., Ugwuanyi, C., Okeke, C., & Ede, M. (2023). Impact of play-based learning on the development of children in mobile early childhood care and education centres. International Journal of Research in Business and Social Science, 12(3), 432–440. https://doi.org/10.20525/ijrbs.v12i3.2358
Negou, E., Nkenganyi Fonkem, M., Suh Abenwi, J., & Ibrahima. (2023). Qualitative research methodology in social sciences. International Journal of Scientific Research and Management, 11(09), 1431–1445. https://doi.org/10.18535/ijsrm/v11i09.sh01
Nguyen, D., Jaekel, N., Siklander, S., & Wang, L. (2024). Second language learning through play in early childhood education: A systematic review. OSF Preprints. https://doi.org/10.35542/osf.io/gtwsx
Nicmanis, M. (2024). Reflexive content analysis: An approach to qualitative data analysis, reduction, and description. International Journal of Qualitative Methods, 23. https://doi.org/10.1177/16094069241236603
Nilfyr, K., & Ewe, L. P. (2024). Thriving children’s emotional self-regulation in preschool: A systematic review discussed from an interactionist perspective. Education Sciences, 15(2), 137. https://doi.org/10.3390/educsci15020137
Nurkhamidah, N., Mutadho, F., & Rafli, Z. (2024). Speech delay in early childhood: A case study of a 3.5-year-old child. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 12(2), 1929–1944. https://doi.org/10.24256/ideas.v12i2.5809
Onnis, L., Truzzi, A., & Ma, X. (2018). Language development and disorders: Possible genes and environment interactions. Research in Developmental Disabilities, 82, 132–146. https://doi.org/10.1016/j.ridd.2018.06.015
Porcar-Gozalbo, N., López-Zamora, M., Valles-González, B., & Cano-Villagrasa, A. (2024). Impact of hearing loss type on linguistic development in children: A cross-sectional study. Audiology Research, 14(6), 1014–1027. https://doi.org/10.3390/audiolres14060084
Rakesh, D., McLaughlin, K. A., Sheridan, M., Humphreys, K. L., & Rosen, M. L. (2024). Environmental contributions to cognitive development: The role of cognitive stimulation. Developmental Review, 73, 101135. https://doi.org/10.1016/j.dr.2024.101135
Riad, R., Allodi, M. W., Siljehag, E., & Bölte, S. (2023). Language skills and well-being in early childhood education and care: A cross-sectional exploration in a Swedish context. Frontiers in Education, 8, Article 963180. https://doi.org/10.3389/feduc.2023.963180
Romeo, R. R., Uchida, L., & Christodoulou, J. A. (2022). Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates. New Directions for Child and Adolescent Development, 2022(183–184), 57–70. https://doi.org/10.1002/cad.20475
Shiel, G., Cregan, Á., McGough, A., & Archer, P. (2012). Oral language in early childhood and primary education (3–8 years). Educational Research Centre. http://www.ncca.ie/en/publications/reports/oral_language_in_early_childhood_and_primary_education_3-8_years_.pdf
Sopiah, M. (2022). Early childhood development (physical, intellectual, emotional, social, moral, and religious tasks) implications for education. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 4(2), 361. https://doi.org/10.35473/ijec.v4i2.1674
Sutrisno, D., Noor Azlinda Zainal Abidin, N., Pambudi, N., Aydawati, E., & Sulfikar Sallu. (2024). Exploring the benefits of multimodal literacy in English teaching: Engaging students through visual, auditory, and digital modes. Global Synthesis in Education Journal, 1(2), 1–14. https://doi.org/10.61667/xh184f41
Troseth, G. L., Strouse, G. A., Flores, I., Stuckelman, Z. D., & Russo Johnson, C. (2020). An enhanced eBook facilitates parent-child talk during shared reading by families of low socioeconomic status. Early Childhood Research Quarterly, 50, 45–58. https://doi.org/10.1016/j.ecresq.2019.02.009
Understanding socioculturalism in early childhood education: Current perspectives and emerging trends. (2024). Journal of Culture, Society and Development. https://doi.org/10.7176/JCSD/73-03
Untung, S. H., Pramono, I. A., Khasanah, L., Awwaluddin, A., Kholis, N., Muddin, M. I., Asnawi, A. R., & Maulana, A. R. M. (2023). The gold age of childhood: Maximizing education efforts for optimal development (pp. 261–269). https://doi.org/10.2991/978-2-38476-052-7_30
Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis. Journal of Nursing Education and Practice, 6(5), 100. https://doi.org/10.5430/jnep.v6n5p100
Valdes, V., Sullivan, E. F., Tofail, F., Thompson, L. M., Kakon, S. H., Shama, T., Haque, R., & Nelson, C. A. (2025). Trajectories and social determinants of child cognitive development: A prospective cohort study from infancy through middle childhood in Dhaka, Bangladesh. The Lancet Regional Health – Southeast Asia, 32, 100511. https://doi.org/10.1016/j.lansea.2024.100511
Vintoni, A. (2017). Early speech acts in child language. ENGLISH FRANCA: Academic Journal of English Language and Education, 1(2), 195. https://doi.org/10.29240/ef.v1i2.170
Wesarg-Menzel, C., Ebbes, R., Hensums, M., Wagemaker, E., Zaharieva, M. S., Staaks, J. P. C., van den Akker, A. L., Visser, I., Hoeve, M., Brummelman, E., Dekkers, T. J., Schuitema, J. A., Larsen, H., Colonnesi, C., Jansen, B. R. J., Overbeek, G., Huizenga, H. M., & Wiers, R. W. (2023). Development and socialization of self-regulation from infancy to adolescence: A meta-review differentiating between self-regulatory abilities, goals, and motivation. Developmental Review, 69, 101090. https://doi.org/10.1016/j.dr.2023.101090
Yang, N., Shi, J., Lu, J., & Huang, Y. (2021). Language development in early childhood: Quality of teacher-child interaction and children’s receptive vocabulary competency. Frontiers in Psychology, 12, Article 649680. https://doi.org/10.3389/fpsyg.2021.649680
Zigler, E., & Trickett, P. K. (1978). IQ, social competence, and evaluation of early childhood intervention programs. American Psychologist, 33(9), 789–798. https://doi.org/10.1037/0003-066X.33.9.789
Copyright (c) 2024 Selvia Rahma Dewi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with JPI: Jurnal Pustaka Indonesia journal agree to the following terms:
- Authors retain copyright and grant the JPI: Jurnal Pustaka Indonesia journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
