Vygotsky’s theory in-play: early childhood education

Abstract

According to Lev S. Vygotsky (1896–1934), the highest levels of abstract thinking and self-regulation in preschool development are established in pretend play using object substitutions. An extensive research literature supports Vygotsky’s empirical model of the internalization of self-guiding speech (social speech > private speech > inner speech). Vygotsky also introduced an entirely new way of assessing the child’s ability to learn by using the assistance of a more knowledgeable person – the zone of proximal development. These concepts are fundamental to Vygotsky’s theory of how consciously directed mental functions develop as neurological systems. A chronology is provided to clarify the out-of-sequence and often piecemeal publication of his writings, revealing their theoretical cohesiveness and integrity.

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