Conceptual models of language learning and language use were made by a committee of school personnel interested in investigating learning differences in preschool language development, even though public school systems do not as yet include preschool classes. Normative information was collected from various research sources and classified. Discussions of model formation considered the relationship of language to cognitive development, the relationship of critical learning times to sensory and language development, linguistics, and the specification of listening behaviors crucial to language development. Linguistic investigations became a major focus. Since the sensory, psychomotor, affective and cognitive areas of human development affect language acquisition, these areas were included in the language analysis. A bibliography is included, and appendixes illustrate the models and show the classifications of the data. (MS)