This chapter includes the longitudinal data of two more children ana-lysed with a refined methodology compared to my earlier studies. We argue that children do not clearly distinguish nouns and adjectives from the very beginning of their use in their speech production. They first take adjectives as a kind of secondary label for objects. Only with the dissolu-tion of amorphous “names” into nouns and adjectives do children become sensitive to the similarity of the nominal and adjectival inflectional end-ings that functions as a bootstrap for the acquisition of agreement.