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Lev Semyonovich Vygotsky is a well known to be a theorist who focused on the sociocultural development in young children. Lev Vygotsky strongly believed in the importance of the interaction with peers when it comes to the children’s growing process of learning. Through Vygotsky’s research, he came up with the concept of the zone of proximal development (ZPD). The zone of proximal development is the range of the child’s development of skills and abilities to which the child is able to complete a task by him or her self and needing a more experienced and knowledgeable person to help the child in order to complete a task. The zone of proximal development is an ongoing process; it constantly moves forward. As the child learns the proficiencies to fulfill the task independently, the “zone” progresses along with the child’s development. Another term that has been often correlated with Vygotsky’s concept of zone of proximal development is called scaffolding. Scaffolding is when the more knowledgeable and experienced other, such as an adult or teacher, helps and assists the child to complete a task that the child might have been struggling with. After the child learns the strategies to complete the task without any assistance, that is when scaffolding is removed from that particular task.
Vygotsky’s concepts and theories would be very beneficial to my preschool program, Bright Hope Preschool. The teachers are present to observe and help the child learn in certain aspects of their development. The few hours that the child and the teachers are to interact are to fill in the attention and assistance to the child’s development of what the parents cannot due to their careers, time, or other reasons. As the teachers practice using Vygotsky’s concept of zone of proximal development and scaffolding, it would be easier for the teachers to help each child with the particular skills the child might need help on. The teacher should assist the children to increase the child’s basic education and physical development (gross motor and fine motor skills) to prepare them for the upper grade levels. Scaffolding allows the child to have a little more confidence to learn and expand their skill development. However, I would like the teachers to encourage the children to attempt each task or assignment on their own before the teacher reaches out to the children for help. It is appropriate for the child to experience and acknowledge their own academic level. Then when the teacher sees that certain children are having difficulty to complete an assignment, the teacher should assist them. A healthy way to assist a child would to explain how to complete the task successfully slowly and carefully, step by step. After the teacher helps the child to complete the task, the teacher should allow the child to practice the skill they have trouble to accomplish.
For example, there could be a scenario where the preschool teacher gives out an assignment to...

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