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Traces Vygotsky’s use of preschool make-believe to counter early impulsiveness and build intentional behavior linked to higher mental functions, then extends the account through Elkonin and other researchers. Discusses play’s role in the “zone of proximal development” while stressing the need to teach children how to play without turning play into a lesson plan.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/vygotskian-and-post-vygotskian-views-on-childrens-play/591530/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/vygotskian-and-post-vygotskian-views-on-childrens-play/591530.png","ImageObject",300,407,{"name":92,"@type":93},"supergirl","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role does play serve in Vygotsky’s cultural-historical theory?","Question",{"text":112,"@type":113},"Play helps children develop intentional behavior and supports the emergence of higher mental functions by making developmental tendencies visible in a condensed form.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does Vygotsky’s idea of play relate to the “zone of proximal development”?",{"text":117,"@type":113},"The theory links play to the zone of proximal development by enabling children to function above their everyday behavior, through guided internalization of culturally shaped forms of thinking and acting.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do the authors warn teachers not to turn play into a lesson plan?",{"text":121,"@type":113},"They argue that adults should teach children how to play, but maintain play as an activity of childhood so it remains true to the developmental and cultural-historical purpose of play.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591530,1792670308,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962088121634,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Vygotskian and Post-Vygotskian Views on Children’s Play  \n•  \nElena Bodrova  \nDeborah J. Leong  \n􀂊e authors argue that childhood played a special role in the cultural-historical theory of human culture and biosocial development made famous by Soviet psychologist Lev S. Vygotsky and his circle. 􀂊ey discuss how this school of thought has, in turn, in􀂋uenced contemporary play studies. Vygotsky used early childhood to test and re􀂌ne his basic principles. He considered the make-believe play of preschoolers and kindergartners the means by which they overcame the impulsiveness of toddlers to develop the intentional behavior essential to higher mental functions.  \n􀂊e authors explore the theory of play developed by Vygotsky’s colleague Daniel Elkonin based on these basic principlies, as well as the implications for play in the work of such Vygotskians as Alexei Leontiv, Alexander Luria, and others, and how their work has been extended by more recent research. 􀂊e authors also discuss the role of play in creating the Vygotsky school’s “zone of proximal development.”Like these researchers, old and new, the authors point to the need to teach young children how to play, but they caution teachers to allow play to remain a childhood activity instead of making it a lesson plan. Key words: childhood devlopment; cultural-historical psychology; Lev S. Vygotsky; preschool play; zone of proximal development  \nA well-known, often-quoted passage from Russian psychiatrist Lev S. Vygotsky states: “In play a child is always above his average age, above his daily behavior; in play it is as though he were a head taller than himself. As in the focus of a magnifying glass, play contains all developmental tendencies in a condensed form; in play it is as though the child were trying to jump above the level of his normal behavior”(1967, 16) .  \n􀂊ese lines, which come from a 1933 lecture on play, have recently regained the attention of scholars and practitioners. Interestingly, the interpretations of this paragraph can di/er dramatically depending on the philosophical orientation of the interpreter. For example, some present it as an injunction for adults not to interfere in children’s play, because—more than any other activity—play seems to allow a young child to “jump above the level of his normal behavior.”  \n371  \nAmerican Journal of Play, volume 7, number 3 © 􀂊e Strong. Contact Elena Bodrova at ebodrova@ [toolso2hemind.com. Excerpted from](toolso2hemind.com. Excerpted from) !e Handbook of Play Studies, copublished by 􀂊e Strong and Rowman & Little􀂌eld. ©2015 by Rowman and Little􀂌eld. All rights reserved.  \nOthers 􀂌nd in these very same words from Vygotsky a call to use play as ane=cient vehicle to deliver academic concepts and skills to preschoolers and kindergartners. Both interpretations, however, are inconsistent with the way Vygotsky and his students regard play, which is known as the cultural-historical approach. Our purpose in this article is to help the reader understand when and how Vygotsky’s theory of play was developed and later built upon by his students and what this theory may mean for the contemporary study of play.  \nVygotsky on Play: The Blueprint of a Theory  \nTo understand fully Vygotsky’s views on play, we need to place them in the larger context of Vygotsky’s theory of human development and learning as well as in the broader cultural and historical context in which he and his students developed their approach to play. Vygotsky’s scienti􀂌c biography covers a short span often years from 1924 to1934, during which he produced a number of works now considered de􀂌nitive in 􀂌elds ranging from special education to art studies to psycholinguistics. 􀂊e 􀂌eld of child development, however, occupies a special place in Vygotsky’s scienti􀂌c legacy. It was in the context of child development that Vygotsky discussed many of his well-known ideas, such as the zone of proximal development (the law of the development of higher mental functions) and the noti","cbCairkdbCL8uLEq","https://ap.wps.com/l/cbCairkdbCL8uLEq","pdf",200303,18,"English","# Vygotskian and Post-Vygotskian Views on Children’s Play\n## Purpose and cultural-historical context\n## Vygotsky’s play theory and key lecture\n## Higher mental functions and the zone of proximal development","[{\"question\":\"What role does play serve in Vygotsky’s cultural-historical theory?\",\"answer\":\"Play helps children develop intentional behavior and supports the emergence of higher mental functions by making developmental tendencies visible in a condensed form.\"},{\"question\":\"How does Vygotsky’s idea of play relate to the “zone of proximal development”?\",\"answer\":\"The theory links play to the zone of proximal development by enabling children to function above their everyday behavior, through guided internalization of culturally shaped forms of thinking and acting.\"},{\"question\":\"Why do the authors warn teachers not to turn play into a lesson plan?\",\"answer\":\"They argue that adults should teach children how to play, but maintain play as an activity of childhood so it remains true to the developmental and cultural-historical purpose of play.\"}]","Vygotskian and Post-Vygotskian Views on Children’s Play | PDF",1792072670,28]