Language Development in Children Language is a multifaceted tool used to communicate an incredible number of different things. The primary categories are information, direction, emotion, and ceremony. While information and direction define cognitive meaning, emotional language expresses emotional meaning. Ceremonial language is mostly engaged with emotions, but at some level the gathering of information and guidance can be used to define deeper meaning and purpose. There is perhaps nothing more amazing than the emergence of language in children. Children go through different stages during language development. According to Craig and Dunn (2010), “Even before birth, infants appear to be prepared to respond and learn language” (p. 112). Children develop these skills quickly with the influences of nature and nurture. Researchers have proposed several theories to explain how and why language development occurs. This article is an overview of the process of language development in early childhood with research evidence to support the information stated. Children begin to develop language skills long before they begin to speak. The foundation for learning language begins before birth, when the baby hears and recognizes the mother's heartbeat and voice in the womb. “In one study, researchers played a 2-minute recording of a popular Chinese poem to 60 pregnant women and their unborn babies, while monitoring their total heart rate. The heart rate increased while the children listened to their mother's voice, but decreased and remained lower while the stranger acted. Obviously, the children paid close attention, leading the researchers to suspect that they not only recognized the morning, but began to learn the details of the language... in the center of the card... (p. 116). In his article, “Babies Prove Sound Learners”, Sohn (2008), states: “Such studies demonstrate that, up to approximately 6 months of age, infants can recognize all the sounds that make up all the world's languages” (par. .24). BK Skinner suggests that the materialization of language is the result of imitation and reinforcement. According to Craig and Dunn (2010), “language development is linked to cognitive development which, in turn, depends on brain development, physical and perceptual abilities and experiences. Biological and social factors also jointly influence the early development of emotions and personality” (p. 117). In his article, A Natural History of Early Language Experience. Hart (2000), states: “Talking is important for children, because the complexity of what children say influences the complexity of the response of others” (par.. 1).