Children learn the basic cognitive skills from interacting with their mothers (Saha et al., 2009). During this early stage, the child would identify her mother’s voice and subsequently the language. Notably, their brain develops very quickly to enable them perceive their mother’s language at a faster rate (Rose, Feldman & Jankowski, 2009). Mostly, one would notice a child listens when someone talks to him/her. For a neglected child, the scenario is completely different. He/she cannot undergo the same process of learning. In fact that child would not have a fast cognitive process, because they do not have someone to learn from. Notably, at 12 months when children start producing spontaneous words, the neglected child would not have the opportunity to start producing such words since they get scant information about language. Mostly, they develop their own vocabularies and ways of speaking (Rose, Feldman & Jankowski, 2009). For the children with delayed learning, either resulting language development disorders, phonology disorders and explicit language impairment, they cannot socially use language compared to the other children, with whom, they share age (Sahin et al., 2009). Such children hardly understand the ways people talk. In developing the language for such children, it is important to assess their pragmatic competence at an early age (Sahin et al., 2009). This would enable their guardians or, adoption parents to provide them with clinical intervention. In fact, treating pragmatic incompetence, attention-deficit hypersensitivity disorder (ADHD), autism among other behavioral problems at this early stage might reduce the increased cases of language development for the neglected children (Sahin et al., 2009). There is also a sense of psychological impairment for isolated children, leading to problems in using pragmatic language (Sahin et al., 2009). In developing the language capability of the children, they have to receive psychological treatment, before being taken through a pragmatic process of speech advancement. For example, the child would be taken through the basic cognitive process, where they are taught sound recognition. Sometimes, such children should be asked to demonstrate what psychologists call developmental gap (Sahin et al., 2009) It is advisable that they do this because they cannot achieve the basic pragmatic language. Usually, children who experience delayed language and poor diet, due to neglect have symptoms of pragmatic disorders, including inability to talk properly, improper cognition and sometimes unusual hyperactivity (Saha et al., 2009). They have to undergo language training that consist of signal perception, auditory perception of signals, auditory discrimination, speech education, and conception training (Sahin et al., 2009). During the training, the children are taught how to learn new words, which they were not exposed to, at an early stage (Sahin et al., 2009). At the end the children are tested based on the expressive and receptive to determine their compatibility with speech at the chronological. In essence, such children are taught non-verbal communication, child-appropriateness, conversational skills, asking and receiving responses (Sahin et al., 2009). In addition, the application of emergentist’s theory could help in language intervention and development in isolated children.