The psychologist Jean Piaget describes the first words as "purely sensorial and motor schemes in the process of becoming concepts" (Piaget, 1929), basically Piaget cites that the first words refer to systems of potential actions, as opposed to objects; with the use of the first language used to indicate immediate action. He states that the first words are used to express wishes or give orders and states that when young children name objects this is simply the statement of a possible action. Language in this context is not used to refer to objects or things, but is used by the child as a form of action (Piaget, 1929; Joyce and Weil, 1996). Piagetian theory holds that children need to understand the concept of objects existing separately from themselves, to understand that words can represent an object or an action; this "object performance" occurs in the first year of the child's life, or approximately the same period in which children pronounce their first word (Lenneberg, 1967). Between the ages of two and four, Piaget states that children's verbal patterns develop into "pre-concepts"; here words are used to classify objects or individuals based on their similarity to each other (Chapman,