Research suggests that intuitive parental didactics related to infants' production of vocal sounds, vocal imitation, and vocal play are a prerequisite of human language acquisition. Microanalyses of videorecords of parent-infant interactions have revealed intuitive forms of parental behaviors that parents carry out unknowingly and can hardly control consciously. A finer analysis of such intuitive parental behaviors has revealed that they fulfill criteria of didactic interventions, since parents enhance infant skills and intervene in accordance with the momentary state of infant alertness, attention, affective mood, and limits of tolerance. Several intuitive parental interventions support the establishment of visual contact with infants, a phenomenon that seems to be unique in the animal world where a direct eye-to-eye gaze commonly functions as a threat. Similarly, intuitive parental interventions support vocal imitation and vocal play in the human infant, and this suport also seems to be specific to humans. Since parents teaching infants convey procedure-based rather than data-based information, it is possible that human infants can benefit from process-oriented parental interventions even though they may lose factual, data-based knowledge acquired during infancy. Repeatedly exposing infants to stimulation which activates integrative processes may result in more efficiently organized learning and cognition. (RH)