Typically, the first year of a child's life focuses on motor skills. It is only from the second year that language development begins to become the main focus of the child's life. Language is an innate characteristic that we are all born with, however if a child's environment is not a loving, positive, safe, or happy environment, language development may be imperfect or disrupted (Shiver, 2016). For this reason it is essential to provide children with an environment that they can trust and in which they feel safe and protected. This process can be called nature culture theory. Research shows us that there are windows of opportunity throughout life to acquire and develop language. The development of syntax and grammar occurs during the preschool years and can finish between the ages of five and six (Shiver, 2016). However, in saying this, the ability to learn new words is always possible and because of this, new words can be learned throughout life. Piaget, the Swiss psychologist, was extremely influential in studies of child development. Piaget argued that there are four stages in which children can function cognitively. His studies show that children are born in the sensorimotor stage. This stage lasts until the child is about two years old. It is towards the end of this stage that language development begins to become the focus of the child's life, and until the age of two the acquired language is basically cooing or other sounds produced by the mouth, until the age of two years where language may consist of basic words or phrases. The language acquired by the child is imitated and copied by his parents and those around him, learning the sound patterns of words and conversations and also the ability to take turns, which is essential for conversation (Shiver, 2016). The next phase of development defined by Piaget is the preoperational phase. This phase lasts