On the other hand, the manifest child if through the perception of vivnciamento with its half being able to serve of structural base for the child. Through the sound produced for it speaks is that the language becomes, being that at every moment the language implies in an established system and to an evolution, a time says that it is basic part of the development of the child. The child first uses itself of speaks social, with function to communicate, to keep a social contact. With its development it starts to be capable to use the language as thought instrument, with function of personal adaptation, being able to take a dialogue with more easiness. In the process of transistion of the socialized speech and the interior speech, Vygotsky appeals to speaks self-centered as function of understanding to this transistion. In the initial phases of the acquisition of the language the child if uses, then, of the available external language in its half one, with the communication function. She says it self-centered it folloies the activity of the child, starting to have a on personal function the necessity of the thought.
She is as if the child needed to speak to decide a problem that, adult we, would decide only in the plan of the thought or reasoning. For Vygotsky (2001 she says) it self-centered has clear function associate to the thought, to the trajectory of the child comes folloied for the process of socialization for the internal thought. The child when taking ownership of the language, initially uses as communication function, and alone later she passes to use it as thought function. It says if it self-centered of the child results of its self-centered thought and the insufficience of socialization, then any debilitamento of the social elements in the experimental picture, any factor that relatively increases the isolation of the child to the group will necessarily lead to a surprise increase of the self-centered speech.