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Introduction
Analysing the phenomena related to various aspects of child language lear-ning, we cannot have doubts as to their pro-developmental character, particu-larly in the context of the interaction between social and individual reality. It is an undeniable fact that language is an essential tool for dialogue - speaking and understanding; therefore, one can say that it is a tool for social communication. The better a child can communicate their needs, the morę likely it is to meet their own needs. The better and the morę adeąuately to situation adults communicate with others, the better and in a morę coordinated way they function in a social group. No one will learn cooperation and teamwork, no one will learn to think and operate on an intellectual level to the extent possible, if they do not learn to use language effectively. Communication and thinking are so closely related that their mutual influence becomes the best means to develop both communicative and intellectual skills.
Lack of skills or insufficient skills to communicate freely with others in va-rious situations significantly reduces the development potential of individuals, impoverishes the world of inner experience and opportunities to learn about the world around, and limits the eflectiveness of its functioning both in the school environment and in extracurricular, private, public, official and unof-ficial activities. It echoes the timidity, reluctance, and even the fear of public speaking out. If individuals are to be able to actively transform external and in-ternal reality they must have the skills to enter into various communication in-teractions with others. It is even possible to State that effective communication is a prereąuisite for the human capacity to cope with the demands of everyday existence in the course of a lifetime.
Knowledge of language development is therefore essential for every teacher to be able to adeąuately support the child s education during their most intense language development. Many theories of school as the institution and organisa-tion emphasise that the school s objectives are to respond to the developmental and life needs of children. Therefore, the school should also be the source of their life experiences and communication, and also one of the best areas of ef-fective language development.
In this volume an attempt was madę to present as comprehensively as possible the most interesting themes concerning stimulation of child language de-velopment, although one should be aware that its scope applies primarily to the research interests of the Authors of articles. Therefore, the presented studies and analyses are as varied as childrens language development is complex and multifaceted. The system of the presentation of texts follows the conventional division into spoken and written language.
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