Cualquier informe realista sobre la adquisición del lenguaje debe tener en cuenta el modo en que pasa el niño, a partir de la comunicación, al uso propiamente dicho del lenguaje. Porque puede demostrarse que muchos de los principales aspectos de la sintaxis, la semántica, la pragmática, e incluso la fonología cuentan con importantes antecedentes y porerrequisitos en los actos comunicativos preverbales de los niños. Se examinan en el artículo ejemplos de estos antecedentes en cuatro distintos campos: la manera en que la madre interpreta los intentos de comunicación del niño; el desarrollo de mecanismos de referencia conjunta encaminados a la deixis; la estrategia que desarrolla el niño para recabar ayuda en la actividad conjunta; la transformación de la estructura de comentario temático en prelenguaje para pasar a la predicación propiamente dicha. Se explora por último la hipótesis de si el conocimiento que tenga el niño de los requisitos de la acción y la interacción podría proporcionar una base para el desarrollo inicial de la gramática.
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