After developing oral and nonverbal language skills in early childhood, children established the foundation for later literacy and language skills (Dekhinet, Topping, & Zeedyk, 2013) . However, the socioeconomic class of caregivers is a factor that may influence the development of a child's literacy and language skills in future years. Mothers of higher socioeconomic status have been shown to talk to their children more often and use an elaborate code. Whereas mothers from a lower socio-economic class tend to speak less often to their children and use a restricted code (Dekhinet et al., 2013). Elaborate code has more complex grammar and longer sentences. This code of spoken language tends to be used in educational settings and therefore allows the advantaged child to acquire the skills necessary to transition more easily to primary school (Emmitt et al., 2010). On the other hand, children living in a disadvantaged family environment will be confronted with the use of shorter sentences and a simple grammatical structure. This can lead to the child being at a disadvantage when starting primary school because they are unfamiliar with the type of language used to think abstractly in the learning environment (Emmitt et al ., 2010). Additionally, language can be further diversified in the home environment through the use of different