tion is a hallmark of the intellectual development of children, as well as animals. According to Piaget, the child is like a little scientist who "almost from birth touches objects, manipulates them, turns them around, looks at them, and in these ways he develops an increasing understanding of their properties" (Wood 35). The understanding comes, in part, from "referring to preceding observables which are related to the object; or inferring the relations between an action and a reaction, but the input is always from observable material contents" (Piaget 171). All this is accomplished without the benefit of language. It is not necessary to communicate verbally to a child presented with a new object how to incorporate that object into its existing schemes. The ability to incorporate new information is a sign of the child's development of mental aptitude.
According to Piaget, a child's first communication occurs, not by language, but by "acted conversations" (Wood 181). Children use a variety of pointing, waving, and gyrating motions to indicate what is on their minds. Even after a child makes initial attempts at speech, understanding his or her body language is critical in deciphering the intent of the communication. Wood points out that, "Younger children depend on gestures and bodily movement for a direct statement of their message. With the acquisition of verbal language, gestures and movements take on the different role of complementing the verbal message" (182). For example, a toddler who wants a cookie might stand in front of the cookie jar, point to it, and grunt. The body language reinforces the clarity of the child's message.
That language is not indispensable is demonstrated by the fact that children often comprehend much more than their language skills imply. Jackendoff's studies indicate that "children have some grasp of the grammatical patterns of the language quite a while before they can use them in t...