Vygotsky and play : a critical exploration of theory and practice

Vygotskian theory was foundational in the developmental methodology where new research methods emerged throughout the research. Findings and conclusions drawn from this study were drawn primarily from participant perspectives. Vygotskian concepts of the zone of proximal development (ZPD), social situation of development (SSD), internalisation, and cultural mediation guided analysis, evaluation, and reflection.<br><br>Findings revealed that the translation process was not straightforward, and required modifications to the original principles.

The concept of‘family’ appeared to connect home and school, and emerged as the major factor in modifying the implementation process. A ‘family pedagogy’ was developed, where mixed-age play groups were known as ‘school families’. Children’s discussion of their ‘school family’ at home generated curiosity and interest from parents and carers, providing dialogical and cultural tools to bridge children’s home and school learning.<br><br>The study highlights the value of using play as the basis for this family pedagogy and, aligned with Vygotskian theory, presents play as the predominant developmental activity for young children.