How much to the language also it is thus. So that the child acquires the capacity of conceitualizar, she is necessary before to be capable to symbolize. The symbols appear by means of the convivncia with the familiar ones, through the contact with the television (the programs preferred for the child show how much of simbolizao it was capable to absorb). In order to establish the capacity of conceitualizar, the child looks to models ' ' acessveis' ' it and therefore, certain people is more accepted of what others, in the privacy of this. The way to say, to dress, the attitudes, the form to touch in some thing, and same in the people are practical examples so that the child can learn and imitate.
In conclusion, the said language is learned for what it is seen, hears, and touches. The capacity of conceitualizar, that is, to classify, to generalize and to categorize, it is developed by the relation with the environment. If the stimulation brings a safe knowledge, the sequence guarantees the learning; either of any content. How much to the content, it will only fit to the conscience of each practitioner of the action, that is, the interlocutor. To this the responsibility will fit to teach and to contribute for the development of the human being. The dialogue is directly on to the content of speaks.
How much better the level of the content (election in the concept and the emotion), as much better the quality to establish the dialogue. The more security and exactness in the perception, better the development of dialogue. The security and exactness in the perception nothing have to see with swaggerer and magnificent pride or. In the great majority of the times, many concepts are taught of simple and naked form of sophistication. Also simplicity nothing has to see with the mediocrity or duplicity of intentions, that is, the verbal language is the one and corporal language, clothes, or appearance, or same the corporal expressividade (attitudes), is another one.