From Piaget to Vygotsky stopping at Wallon: a possible journey?

Abstract

Although there is a great deal of research on language acquisition, this theme continues to stimulate new publications in the area of human sciences. However, these works seem to privilege the linguistic period, which is characterized by words. The previous pre-verbal or pre-linguistic period still incites many questions. Among them lies the connection between practical intelligence (unconscious) and conscious thought mediated by language. In this article, I will present aspects of Piaget’s, Wallon’s and Vygotsky’s theories concerning the pre-verbal period and its transition to the linguistic period. I will also build a “polyphonic” dialogue between the three authors, looking for cues, which may contribute towards a comprehension of the psycho-linguistic processes involved at this turning point.