Individuals; throughout their lives, go through maturation stages that complement each other physically, neurologically and psychologically. Beyond providing communication between individuals, languages provide important information about their high-level cognitive and neurological activities, such as intelligence and perception power. There are many controversial theories about language acquisition. These theories basically focus on whether children learn language involuntarily, either through influence from their social environment or through the language ability they have in their minds. In this study, a survey model, one of the quantitative research designs, was used to determine how children's language acquisition took place. The sample of the study is children aged 4, 5, 6 receiving pre-school education. Visuals of various objects and professional groups were projected to these children, and they were asked to name them through questioning. The fact that all of the children have received or are receiving pre-school education was particularly taken into consideration. The reason for this is the importance of children being exposed to instructive stimuli not only with their families but also in other environments. In addition, in the selection of object and profession images shown to children, those that were likely to be in their immediate surroundings and be mentioned by people around them by referring to their foreign names were preferred. In this context, the original answers given by children confirm the assumption that they put their creative intelligence into use in the process of acquiring their native language. Children have made Turkish names for many objects and professions that have entered the Turkish language with their foreign equivalents. This shows that the present study will contribute to the Turkish language vocabulary.