Abstract
The language development in childhood is a basic factor for socialization and academic success. In addition, it contributes to the formation of emotional competences, since it eases the expression of emotional states and the knowledge of one’s own emotions, as well as the emotions of others. The description of the guidelines of development expected for the phonological, semantic, morphosyntactic and pragmatic components of the language indicates the complexity and variety of its evolution, however, it is possible to discriminate profiles of normal and abnormal development. The early childhood is key for both the development of language, as well as the socio-emotional competence, and during it, both interact allowing an adequate adjustment.
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