One kept in mind the views and arguments of theorists when deciding how to support the children with the story sack resource and what role the adult should take

One kept in mind the views and arguments of theorists when deciding how to support the children with the story sack resource and what role the adult should take. It has been highlighted by Vygotsky (1978) that children can make real progress in play, when guided by a practitioner. He viewed the practitioner as having an active role to take in learning, unlike others such as Piaget (1896-1980) as he saw adults being capable of directing children and passing on knowledge to them. The (ZPD) is only achievable with the support and encouragement of another, it: “defines those functions that have not yet matured but are in the process of maturation…what a child can do with assistance today she will be able to do by herself tomorrow” Vygotsky (1978:86-7). Thus one should help a child in an activity, to prepare them to complete it independently.
Further Bruner (1985) also did not agree with the views of Piaget (1896-1980) , which were to let children’s development to progress without adult input. Bruner believed practitioner involvement in play increases the quality and duration, as the adult can ‘scaffold’ each child’s learning to help them again further skills and understanding, which will help them move on independently. This is the role that one took within the activity…..
Froebel (1782-1852) asserted that play was essential to enhancing learning and development. He recommended on providing children with a variety of experiences, which would help them develop an understanding of themselves as an individual, along with the world around them. Further, he felt the best way to teach a child was to encourage them to do something, rather than tell them, this approach is beneficial as they can discover things for themselves, in their own way and that their own pace. This links into the approach I took in my approach because…