Parent-Child Interaction in Language Acquisition and Personality Development of Young Children in Monolingual and Bilingual Families

Our differences throughout history led us to different methodologies in complying with educational rules as in our today`s world there has been a great diversity of methodological approaches to education in different schools or institutions which stems from cultural, regional, political and personality differences. Together with globalization and development of technology the standards in education started to be based on materialistic issues in terms of facilities like labs, sports centers, smart boards, and even swimming pools. A parent in search of a school for his\\her child is first to look above mentioned modern standards. Spiritual, moral values are started to be less important for parents and their children. As one of the two primary objectives, this article aims to bring these issues to the surface as they came to be obstacles in front of our children`s developments as well as some educational issues, like truancy, lack of morality, parents` misguiding etc. As to gain a global perspective to the personality development of children, the role of parents together with teachers or instructors is also one of the important issues to be held in this article. As a second, more particular issue, approaches to the development of young children, parents’ interactions and language development suggest some important elements of personality development in early childhood. Language is considered to be first step of a child`s personality development as it shapes his\\her character and temperament together with cognitive development. In this article as the second primary objective, it is aimed to get into depths of language development in monolingual and bilingual families and the children`s acquisition of language in terms of speed, quality, comprehension, adaptation, and ability of learning two or more languages at the same time.