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SCIENTIFIC RESEARCH - 2026
DOI: https://doi.org/10.36719/2789-6919/64/7-16
Child’s Language Development
Mariam Koberidze1* 
, and Tinatin Mshvidobadze2
Abstract. This research paper examines the psycholinguistic aspects and cognitive foundations of child language development, the causes of language development delays, and potential solutions to this issue. Utilizing descriptive, historical-comparative, and critical analysis methods, the study analyzes contemporary theories regarding child language development based on the latest scientific literature. The research demonstrates that the stages of language development in children up to six years of age—specifically the pre-speech, one-word, two-word, and "telegraphic style" stages—correspond sequentially to phonemic, morphological, syntactic, and pragmatic aspects. The article concludes that all children, regardless of their linguistic background, acquire speech habits, phonemic units, and phonological values in the same sequence. Tools for assessing language development in preschool-aged children must vary across languages, as language development disorders manifest differently in different languages and their markers are not universal. In this regard, the Georgian language is distinguished by its specific phonetic system and grammar. The practical value of the study lies in the fact that the obtained results will facilitate the determination of characteristic age-related norms, the early diagnosis of language delays, and the refinement of preschool education methodology.
Keywords: language development, preschool age, Georgian language, language acquisition, psychological aspect, cognitive basis, speech disorders, morphosyntax
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