Examining the language development of Turkish children in kindergarten through the storytelling method.

This thesis investigates the language acquisition process in preschool children and the language development of children in that period by focusing on the interaction between cognitive development and environmental factors. This study examines the types of linguistic errors (i.e., omissions, substitutions, and phonological errors) that 3- to 6-year-old children typically make during storytelling sessions. These sessions serve as a natural context to reveal complex language use and provide insights into how children navigate their developing language skills.The research integrates theories of cognitive development with interactionist perspectives to gain a comprehensive understanding of how social environments and cognitive development together influence language learning. This approach aims to illuminate the complexities of how children learn to express and internalize their native language.By emphasizing the interplay between cognitive and environmental influences, this dissertation highlights the importance of creating engaging and interactive educational environments that support the natural progression of language acquisition among young children. This study contributes to the broader field of developmental linguistics and aims to inform educational practices that enhance early language development.