According to Lev Vygotsky's theory, there is a close relationship between language development and cognitive development. I have noticed this relationship between language and thought by observing the growth of my neighbor's daughter, who is currently three years old. Vygotsky claims that a child must have a "cooperative relationship with the environment and culture" for cognitive development to occur (Hulit, et al., 2011, p. 57). In the child I have observed, the parents and other caregivers have made every possible effort to provide this kind of cooperative influence. The mother, for example, frequently talks to the girl and gives praise whenever she uses language correctly. If the child says something incorrectly, the mother gently corrects her without expressing any sense of anger or frustration. The mother also provides help with certain words and phrases, as needed. As the child's thinking ability develops, she becomes increasingly able to understand the words and phrases on her own. The process of helping a child in this way is referred to by Vygotsky as "scaffolding" (Hulit, et al., 2011, p. 95). I have also witnessed the child engaging in what Vygotsky calls "private speech." For example, I once saw her talking to herself while playing with one of her dolls. She was using language (simple, short sentences) to help shape her thoughts about what clothes the doll should wear. According to Vygotsky, this kind of speech is an important step toward "more elaborate cognitive skills" (Hulit, et al., 2011, p. 93). As the child continues to develop, she will learn to think about problems without needing to speak out loud.
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