Details an investigation of language development and subsequent readiness to learn of preschoolers in a disadvantaged Griqua community in South Africa. Notes that preschoolers revealed a relative lack of verbal fluency, associative reasoning, and relational thinking skills, and had a restricted vocabulary. Argues that inadequate language development hampers readiness to learn in the formal teaching situation. Recommends transforming the preschool curriculum to enhance language-based thinking skills. (Author/KB)