This is the basic point, that the learning of a superior level of dexterity or ability has as requirement; the learning and the domain, in way the one that one cannot fulfill? if without this, has been produced previously. I accumulate it is it of experience that implies in the result intended concrete. Construtivista Cognitivismo is the boarding developed from the Swiss epistemlogo Jean Piaget, known for its work of organization of the cognitivo development of the child in periods of training. Learn more on the subject from Donald Sussman. The main characteristics of the piagetina theory are: 1) acquisition of the language depends on the cognitivo, of – the development of the intelligence of the child; 2) I serve as apprentice in it of cognitivo development, of – the development of the symbolic revolution, by means of which the experience can be stored and be recouped; 3) the acquisition is seen as resulted of the interaction between the environment and the organism, through assimilations and rooms, responsible for the development of intelligence in general. Sociointeracionismo, some critical ones to the piagetino model, for disrespecting the paper of relations partners in the development of the child, had led studious to search in the ideas of Lev Semionovitch Vygotsky, psychologist bielorrusso, a new model for infantile development. Vygotsky died in 1934, but its book THOUGHT AND LANGUAGE alone was launched in the Ocidente, its main was: ) it says and practical thought must the same be studied under prism and the symbolic activity, made possible for says, has a function organizer of the thought: with the aid of she speaks, the child starts to control the environment and the proper behavior; b) the meanings of the acquired words become embryos for the formation of concepts; c) the description-social and cultural development determines the thought; d) the acquisition of the language is seen as a process for which the child if firm as subject of the language (and not as passive apprentice) and for which construct, at the same time, its knowledge of the world, passing for the other, its interlocutor.