In our first talk we give special attention to sociocognitive milestones leading from fetal development toward sociocognitive linguistic maturity. We address questions concerning the normal human baby's achievement of milestones pertaining to sensation, movement, and language. We present evidence showing that key milestones in all these categories are achieved earlier than has been commonly supposed. We suggest and present evidence supporting the notion that the logically distinct systems of sensory signs, sensory-motor signs, and sensory-motor-linguistic signs, as well as combinations of these in higher levels of constructive discourse, including music, art, dance, the sciences, etc., are more tightly integrated during development than has commonly been supposed in traditional theories of learning and cognition. In our first installment of two sessions, we focus attention on a series of milestones that have been pushed clear back into the womb. The human baby does a lot of things earlier than previously believed possible. W show that stepping movements, walking, and what has been called the "Duchenne" smile, all occur in the first trimester of fetal development. We also show that linguistic achievements such as distinguishing the rhythms of one's native language, identifying person by the sound of their voice, associating mom's face with her voice, and the like occur either prior to birth, or within minutes or days thereafter, again, earlier than previously supposed. We offer hands-on evidence (or more correctly eyes-on and ears-on evidence) from the widely studied McGurk effect (thanks to Arndt Maaso) that our senses are not only tightly integrated at maturity, but is evident in early infancy (per research of colleagues in Dallas). We address the question of reading readiness, which according to many models is not supposed to occur until a child is about 5 to 8 years old. Our theoretical model predicts that a baby should be able to read printed words by about the time the baby can first understand spoken forms of those words. We show evidence that this development occurs in normal infants (as predicted by our theory of abstraction) by about months 6 to 9. Thanks to our colleague Robert C. Titzer in San Diego and some of his collaborators, we present video evidence confirming our prediction and showing that the prevailing view of reading readiness is mistaken in essentially all of its testable claims.