FIRST LANGUAGE ACQUISITION IN EARLY CHILDHOOD (0-6YEARS): A MULTIDIMENSIONAL ANALYSIS OF COGNITIVELINGUISTIC, SOCIOPRAGMATIC, AND PHONOLOGICALDEVELOPMENT

Abstract

This article examines the multifaceted aspects of first language acquisition during early childhood, focusing on cognitivelinguistic, sociopragmatic, and phonological development. Recognizing that the period from birth to six years is critical for language learning, the study analyzes how these dimensions interact to facilitate effective communication. Through a review of existing literature and empirical methods, the research highlights the complex interplay between cognitive processes, social contexts, and phonetic understanding in shaping language skills. The findings contribute valuable insights to educators and practitioners involved in early childhood development and language teaching.