The research studied the development of early childhood language acquisition using whole language instructional model.  The objectives of the study were: 1) to study situational contexts of educational management of early childhood language acquisition in the early childhood center; 2) to develop whole language instructional model for early childhood language acquisition; 3) to study the results of the language development of the early childhood using whole language instructional model.  Twenty-one samples of early childhood (four years old) of kindergarten in the early childhood center of Amphor Mueng Municipality, Buriram were representatives.  Research instruments were 1) whole language instructional learning plans, 2) students behavioral observation forms, 3) students listening and speaking achievement tests utilizing t-test for dependent samples.    
                The findings of the study were: 1) The problems of early childhood education management were short of qualified early childhood teachers  and the learning activities performed did not fully support the developmental learning processes. 2) The whole language instructional model developed had three components (ETC): learning environments (E), teachers roles(T) and culture of the surrounding(C). The instructional development was composed of five learning stages: language familiarity encouragement, interest encouragement, association, feedbacks, language  assessments.  3) The implementation of the whole language model indicated that the early childhoods language development was at the statistical significance of .05(t=13.008, p=.000).  The early childhoods language development on listening and speaking showed the statistically different at .05 (t= 19.037, p=.000)             
