Because of the limited age and cognitive level, the language expression of small class children is mostly incomplete. Some children even use some simple words or phrases to communicate with others, showing a certain lack of language. Relevant studies have proved that children have the conditions to learn human language from birth, and pointed out that 3~6 years old is the key period for children's language learning. Therefore, it is possible and necessary to carry out language training for small class children to help them develop their language ability better.

First, teach children the correct way of communication, so that children can improve their language skills in active communication.

Children in small classes are particularly anxious and fearful because they have just entered the park. I stand at the door of the classroom every morning with a doll in my hand and say to the children kindly, "Good morning!" " "Then kiss and hug the children to eliminate their fears. After a long time, even if I don't take the doll, the children will take the initiative to say hello to me.

Because children can't express their wishes in complete language, they can only use body language when the language is not perfect, which may cause a series of conflicts between children. If children don't use language to communicate, their behavior will be frustrated. So I teach children communication methods and guide them to express their demands in words. For example, you can say to your partner, "Can I play with you?" "My toys are for you and yours are for me." In this way, children's chances of language communication will increase, and good peer relationship will also help children's language development.

Second, guide children to actively explore and learn languages in middle school.

The development of children's language is not unilateral, it is closely related to children's cognitive level. The wider children's knowledge, the richer the language. Around them, there are many objects and ever-changing new and different environments, which can arouse their strong interest. Therefore, teachers should be good at stimulating children's desire to explore, encouraging children to ask "why", "what" and "how", and guiding children to perceive and observe, or talk with children to draw conclusions, so that children can acquire knowledge on the one hand and learn languages on the other.

After observing the snail, the children in the class asked me, "What is the round shell on the snail?" After I inspired them to touch the snail's body with their hands, they talked noisily to each other: "The snail's body is soft." "Its horns will shrink back." "The round shell is its home, and it can hide inside." ..... such a rich language is produced on the basis of children's active understanding and accumulation of perceptual knowledge.

Third, make use of various game activities to create the best opportunities for children to practice their language.

Games are always a happy and independent activity for children. In the game, children happily communicate and cooperate with their peers, and language is always accompanied by the game as a communication tool. Therefore, games provide children with a good opportunity to practice their language and are the best means to improve their language. Children in small classes especially love games, and monologues in games are the basis for their social language development. In view of this feature, I carefully design various game activities for children, provide rich and colorful game materials, and cultivate children's language expression ability.

In short, children's language development cannot be achieved overnight. As a teacher, we should have enough patience to observe and guide children, seize all educational opportunities and flexibly use various educational means so that every child can develop happily.