 |
 |
| Play the Vygotskian Way!
During the 1996 National Association for the Education of Young Children Conference, Lev Vygotsky and Jean Piaget were honored for the 100th anniversary of their births and their contributions to the field of Early Childhood Education. Piaget is recognized as a preeminent theorist on child development, particularly concerning cognitive development. Vygotsky's theory of development placed particular emphasis on social interaction and language as a tool used by children to become self-regulated learners. Play was considered by both Piaget and Vygotsky to be a critical component of early childhood learning. Vygotsky described play as a "leading activity" and believed that play allows children to learn to "self-regulate" their behavior (follow rules) and to raise their own learning above a previously acquired level. One of the major ideas of Vygotsky is the concept of the "zone of proximal development" or ZPD. The ZPD describes a "space" between two levels of learning: a minimum level which is independent learning and a higher level which is assisted learning where a child needs some help from an older peer or an adult. The ZPD is continuously raised as children become more independent and emergent skills become a part of their personal repertoire. Play helps children to raise their ZPD. It is a time in which children regularly put themselves in a situation where they accept roles which require them to follow implicit rules, to negotiate, and to use language to describe, plan and define the imaginary situation. For example, a fireman acts a certain way (in children's minds), and children who do not act this way during dramatic play are typically corrected by fellow playmates. Teachers have an important role in helping children raise their ZPD. The adult activity most often associated with Vygotskian theory is called "scaffolding." Think of the scaffolds we see around buildings as they are constructed. These scaffolds are individual to the building (situation) and to the point of construction (time). As the building expands upwards, the scaffolding changes. As teachers, we provide tasks and an environment that are appropriately challenging for children, and we constantly adjust our interventions to meet their current needs and abilities. This is scaffolding their learning. Play as an activity provides scaffolding because it challenges children by requiring them to follow implicit rules, negotiate, etc. To support preschool play, teachers provide time and supportive suggestions to help children plan roles and activities in advance. Offer objects that can be used in a multitude of ways such as bolts of cloth which can be clothing, tents, or rivers (and that is just a beginning!). Add new themes and roles to the children's play. Read books and encourage them to act out the story and make their own additions or subtractions. Take the class on field trips connected to their theme, and focus their attention on the social aspect of the people. What is the role of the firemen? What are their actions? What language do they use as they work (not the four-letter words, of course!). Finally, teachers can help in planning the play before it happens by providing appropriate comments or suggestions and, after the play is over, talking with the children about extensions of their play that might work next time. Teaching is a challenging and interesting career! Supporting children's play the Vygotskian way (scaffolding) allows you to participate appropriately while increasing and strengthening their learning-and your own! NOTE: Much of the information for this article was taken from presentations by Bodrova and Leong at the 1996 NAEYC Conference. Submitted by Gayle M. Stuber, Assistant Professor, Baker University For further information:
* I have seen this film and it is excellent. |
