Vygotsky is known his theory, called the Cultural-Historical Theory. This theory states that child development is the result of the interactions between children and their social environment. These interactions include those with parents, teachers, playmates, classmates, brothers and sisters. They also involve relationships with significant objects, such as books or toys, and culturally specific practices ...view middle of the document...
Vygotsky opposed the psychologists who believed that children's development occurs spontaneously and cannot be affected by education. Vygotsky felt that learning could lead development if it occurs within the child's Zone of Proximal Development (ZPD). The ZPD contains skills and concepts that are not yet fully developed but are "on the edge of emergence" emerging only if the child is given appropriate support. For the skills and concepts that lie outside a child's ZPD, even significant instructional efforts may fail to produce developmental gains. Vygotsky recognized that the kind of assistance needed to help children develop new skills and concepts within their ZPD took different forms for children of different ages. For instance, fostering make-believe play with preschoolers could provide the same support that formal instruction offers for older students.
Leong, D. J., & Bodrova, E. (n.d.). Pioneers In Our Field: Lev Vygotsky - Playing to Learn. Retrieved from http://www.scholastic.com/teachers/article/pioneers-our-field-lev-vygotsky-playing-learn