Rationale
Language is a crucial skill for everyone because it allows people to communicate. Language development is therefore significant since it enables the exchange of information menacingly and facilitates interaction between people. The late identification of problematic language development process in some students may cause delays in their whole learning process as learning takes place through the process of communication. However, the identification of speech abnormalities by the parents or teachers sets struggling students on a path for success. The course is significant because it enables the potential teacher to acquire knowledge and skills to facilitate language development at this early stage and be able to identify the red flags that can lead to early intervention. Verbal communications are key at this level and hence, applying the right use and pronunciations of the language will contribute to the general language and literacy competence of the students.

Learning Outcomes
At the end of the course students will be expected to:

(i) Critically analyse the red flags to language development that can affect the students learning process in the pre-primary school.
(ii) Select texts, subjects, teaching techniques according to objectives of the course and the interests and needs of the students.
(iii) Use a variety of texts, literary theories, teaching practices and appropriately designed educational material to design and to organise classroom activities to improve language development.
(iv) Explain OLA and how it can help develop language in pre-schoolers.
(v) Explain the different types and genres of children's literature that can help develop language.
(vi) Examine main features of textual items of children's literature and, depending on the type of study to differentiate their didactic approach.
(vii) Evaluate texts intended for children and developing customized approaches based on the teaching needs of the students.
(viii) Design activities based on principles of interdisciplinary teaching for others cognitive objects using texts of children's literature.
(ix) Identify the theoretical underpinnings of language acquisition, language development and learning theory, drawing upon local and international research findings.