In this article, a pragmatic analysis of the private and personal linguistic situations produced by children during their acquisition of Turkey Turkish will be conducted. The population of the study consists of the languages of 151 children between the ages of 2.5-5 living in Edirne province, while the sample consists of the utterances selected from this population. 

In the article, firstly, the operation of the grammatical features of Turkey Turkish in children's language at the level of competence and pragmatics is discussed, and how children acquire grammatical rules and their ability to generalize this knowledge and reflect it in their world are mentioned.

Afterward, canonical language use, which starts with intuition and develops simultaneously with cognitive development in children, is discussed in the two-dimensionality of language acquisition theory. The reasons for the evaluation of grammatical development based on competence and individual use based on pragmatics and the differences between these two concepts are emphasized.

In the other parts of the study up to the analysis part, it tried to emphasize the importance of analyzing the utterances produced by children in their native language -in terms of the relationship between discourse and context- with a pragmatic method that tries to explain the message between the speaker and the listener according to the users, and the importance of associating the analyses with the concept of "play" and children's perceptions of "linguistic play".  

In the conclusion part, it was determined that children between the ages of 2,5-and 5 can use in-language indicators and extra-linguistic references together, they can operate language pragmatically, they can apply the principles of erasure-transformation-replacement, etc. functionally while trying to transfer the mental world they have established in the deep structure to the surface structure through their language, they create a language world in which they operate the layers of the logic of language and they realise this in the form of a representation display.

Child language, linguistic play, competence, performance, pragmatics