This article discusses some aspects of the relationship between language and thought in the child from the theories of Piaget, Vygotsky, and Wallon. The aspects analyzed allow us to place these authors in the debate - typically modern - which involves the complex relations between language and thought. It is noted that the modernity of the thought of the three authors attends, above all, in the abandonment of an instrumental view of language and the establishment of propositions that take the language as a constitutive function of one´s own thinking.
Language; thought; children