IntroductionThe study of the ways in which people influence and are influenced by others is known as social psychology; one of the primary means by which people influence each other is through the medium of communication (Kruglanski and Higgins, 2007). At the heart of communication is the idea of ​​shared meanings between one or more people, however, communication is not simply a case of exchanging words; through the process of communication we create meaning and an understanding of what words and behaviors represent or imply (Ramaraju, 2012). Language acquisition constitutes a fundamental basis for a child's development, it is an essential tool for communicating, building relationships with others and learning (Brock and Rankin, 2008). This task investigates early language acquisition in infants and children; starting from the child's typical language. A range of psychological perspectives are evaluated, these perspectives include the behaviorist theory of BF Skinner and the nativist concepts of Noam Chomsky. This is followed by a more in-depth review of the psychology of cognition and cognitive development, highlighting the contrasting theories of Piaget and Vygotsky and their contributions to the discourse. Piaget's four stages of cognitive development in relation to language acquisition and Vygotsky's theories surrounding the Zone of Proximal Development are explored, and the practical application of 'scaffolding' is examined. A case study highlighting atypical language development in a three-year-old child is then presented, including details about the child's personality and the impact his communication difficulties are having in terms of social skills and depth of social interaction with peers. . Delayed language development is then outlined and defined, and interventions to support language development are offered. Finally, areas for future professional development are discussed, along with their implications