Oral Language Development

Oral-language development involves the development of receptive language, which is the ability to understand when spoken to, and expressive language, which is the ability to produce language. Kindergarten readiness requires development in both. For example, students are expected to have a vocabulary of approximately 2000 words by age five; Canadian Language & Literacy Research Network, 2009). Similarly, they are expected to be using approximately five to eight words in a sentence. In general, however, children entering kindergarten are expected to understand instructions and communications from adults and peers (Pivik, 2012). They are also expected to communicate their needs and ideas in a way that can be understood by others. Simply stated, they must be able to use language as a tool to be functional within the kindergarten setting.

Oral language is of particular importance for children entering kindergarten as it is a predictor and necessary requirement of literacy development (Hill, 2011). However, the transition from oral-language development to literacy is not clearly defined and hierarchical. Rather, it is a multidimensional and complex transition (p. 52). Nevertheless, oral language development provides the framework and opportunity for children to develop literacy skills. Children are able to build upon their previously mastered oral skills or vocabulary to help them learn new skills, such as reading or writing.

Oral language can be taught explicitly and implicitly through play. For example, dramatic play can allow for the child to take on different roles and use language as a tool in different contexts (Hill, 2011). Play also has a positive impact on literacy, self-regulation, and social-understanding (Van Reet, 2012). For example, play is strongly related to language development in the form of procedural knowledge, such as how to apply proper grammar, which occurs through observation and exposure, as opposed to direct instruction (p. 20).