Abstract
This chapter discusses several of the main principles of Vygotsky's cultural historical theory that are found most important for understanding of the relationship between play and literacy. It also discusses a set of new instructional practices based on these principles that are developed to promote play and literacy development in preschool and kindergarten-aged children. For Vygotskians, the purpose of learning and teaching is more than acquiring and transmitting a body of knowledge; it involves the acquisition of mental tools. The changes in the human mind that Vygotsky associated with the use of mental tools include the transition from reactive behavior consisting of a response to the environment to behavior that is intentional and deliberate. Over a half-century since the Vygotskian concept of the zone of proximal development (ZPD) became known to Western educators, multiple attempts have been undertaken to apply this idea to classroom instruction.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
