How does ZPD relate to Vygotsky's ideas about play?

According to Vygotsky, we can consider that play is a way that culture: values,

activities, beliefs, roles, and so on are transmitted across generations. As a result, the kinds of

play that involve social relationships would be given priority: one might expect there to be a

focus on role-playing or dramatic play, viewed through the lens of a given society and culture.

The cooperative and competitive nature of some modes of play would be important because

play is an important way that social aspects could be developed.

The role of adults in facilitating play is a challenge. The nature of the challenge for

adults would be to consider what aspects of play would require assistance rather than being

able to be performed independently. How to consider the evaluation of play would therefore

be an interesting area to explore. For example, if children challenged traditional gender roles

through play, how might this be considered? To be sure, not all members of any society might

even make the same assessment, but it is worth noting.

Some similarities with Piaget are that play is important because childhood requires

active beings that construct meaning. With Vygotsky, there would be a greater interest in the

way that social relationships inform play. A practitioner who was strongly influenced by this

body of research might make sure a early childhood classroom is well-stocked with materials

for dramatic play opportunities. When we consider the physical elements that are common to

early childhood classrooms: costumes, models of culturally defined settings (kitchens, etc.),

and games that are named for social settings (“house”), this theory continues to inform

educators.