“…That such surface representations in the development of language are associated with like surface representations in the development of play has suggested to some that these twin symbolic capabilities probably reflect the emergence and possibly the growth of a common underlying "representational competence" (e.g., Casby, 1997;Fein, 1981;Fein & Apfel, 1979;McCune, 1995;McCune-Nicolich, 1981;Tamis-LeMonda & Bornstein, 1990;Ungerer & Sigman, 1984). Indeed, Piaget (1962), Vygotsky (1967), and Werner and Kaplan (1963) all asserted that the ontogeny of thinking in the child may be concerned less with surface manifestations, that is language or play per se, and much more with deep structures, that is the child's understanding and use of meaning, representation, and symbols.…”