A PSYCHOLINGUISTIC STUDY OF UZBEK CHILDREN’S SPEECH

Abstract

This paper explores the psycholinguistic aspects of speech development among Uzbek children aged 3–7. The study investigates how linguistic, cognitive, and social factors interact in the formation of early speech patterns. Using a combination of observational and experimental methods, the research identifies key stages in vocabulary acquisition, syntactic development, and error types specific to Uzbek language learners. The findings provide insights into the relationship between thought and language in Uzbek-speaking children and contribute to the broader field of psycholinguistics in a multilingual context.