Emitting the sounds that she imitates, it does not intend to communicate itself, when she arrives to make it intentionally, the sound as that already concrete became: e, fellow creature to the label, became consistent. After only won this stage, abstracting and generalizing, the child will be able to communicate itself using the word. We will see that ' ' the children show a surprising ability to say with fluency any constantly used language to its redor. All normal child who she is not isolated of the use of the language soon starts to say one of course or more lnguas.' ' By the way, what it is more important is that the acquisition of the language verncula for the child independe of any special orientation. The parents can spend hours ' ' reforando' ' all parcel of reconhecvel verbal activity of its children with a smile or another one rewards, or trying by means of the infantile language to transpose in the distance between its linguistic ability ripened and the incipient ability of the child. But it does not have special reason to believe that such activity has any connection with the final success of the child when becoming falante native of the language of its parents. The children can learn a language playing with other children say who it optimum that they can, although all the intent efforts of extremosos parents. The only pparently necessary thing is to be displayed enough to the language in question.

This does not mean that the figure of the parents does not have minimum importance for the acquisition of the language for the child. For the opposite, it he will be importantssima. Mainly the figure of the mother, who will act emotionally with a great intensity in psique of the child who initiates the acquisition of the language. The importance of the emotional interferences in the development of the verbal behavior allows to point out the problem of the assimilation of the verbal forms as an entailed problem to the learning of new positions and new performances func.