vancement augments the development of their symbolic thinking and their learning process.
The social character of language as an historical phenomenon reasons that to learn a language a person must form the concepts expressed by it or in it. These concepts are historically determined and arise not within individual experience, with its limited environment, but have arisen out of the cumulative experiences of many individuals, within a presumably wider environment. (Nowak-Fabrykowski, 2000)
There exists a point at which a child cannot connect language and symbol as thought. This can be seen most frequently in the beginning language phase of talking when a child learns a wor
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