Vygotsky And The Psychology Of Play – Being Parents

Lev Vygotsky was a Russian psychologist who pioneered many areas in his specialty. He stood out mainly in developmental psychology. On this point, Vygotsky said that the development of individuals is only possible through social interaction.

One of the key elements in this area is the game, on which he has proposed innovative theories.

Vygotsky argued that  development is the internalization of cultural tools,  like language, precisely through this interaction with other human beings.

One of the key concepts in Vygotski’s theory is the zone of proximal development (ZPD).  It is the help that a person receives from others, be they guardians or parents, which enables them to expand their possibilities for development.

What a child can learn on their own is different from what they integrate through interaction. This is linked, among other things, to solving problems, interpreting facts or learning symbols. In addition, in the relationship with others, it is necessary to take into account socio-cultural factors.

The game according to Vygotsky

Vygotsky gave play a central role never before seen as a promoter of mental development. According to him, the child’s abilities can be perfected through playful activities.

The main advantage of the game is that the child puts his skills into practice almost without realizing it. Moreover, as he does it in a fun, effortless and conscious way, his investment and frequency are much more important than for other types of exercise.

Vygotsky defines the proximal zone of development as the distance between the actual level of cognitive development and the previously acquired capacity to solve problems without the help of others. The degree of potential development, or the ability to solve problems with the guidance of an adult or other more experienced children.

What are these skills mentioned by the psychologist? Here is what emerges from his arguments:

Language

As we have pointed out before, for Vygotsky, oral and written language were the basis of human development. Indeed, thanks to language, it is possible to communicate, and consequently to transmit knowledge  which makes it possible to assimilate aspects specific to a culture.

Self control

Playing doesn’t just mean having fun, it also comes with obligations. Indeed, the mission is that the game is organized and that all its participants adopt the role assigned to them to achieve it effectively.

For example, in a sprint race, the children at the start line want to start as quickly as possible to get there first. However, knowing the racing rules, they know they cannot do it until the order is given.

Fulfill desires through the imagination

In one of his writings, Vygotsky mentioned the example of a three-year-old child who wishes to ride a horse. Since he can’t, instead he takes a stick and pretends it’s a horse. In other words, thanks to the game, the child materializes in an imaginary way an action impossible for his capacities.

Through this process, the child uses the image of the horse via an object, which is the stick. Thus,  the psychological structure that determines its relationship to reality begins to change.

Worldview

Although we see them as mere imaginary banalities, the toys and roles that children place in them help them  shape their worldview. When they play at being schoolteachers, workers or policemen, children gradually become aware of each other’s role in society.

In addition, they integrate notions such as responsibility, the importance of fulfilling one’s duty as well as the demands that others expect of oneself. It is a clear reflection of the growing interest of the child in the activities of adults and in the world around them. They then give up their egocentric character, at least partially.

Memory and attention

Here are two fundamental psychological processes, according to Vygotsky’s own classification. Through play, children develop these abilities.

Since this is an activity that attracts them, their attention is focused exclusively on it. On the other hand,  memory is fundamental for remembering its basic elements:  rules, roles, places or any other necessary component.

The stages of the game according to Vygotsky

According to this author, play in children consists of two stages:

1. First stage (up to the age of three):  children play with objects in accordance with the meanings attributed to them by adults. In the second part of this period, they learn to symbolically substitute the functions of these objects.
2. “Socio-dramatic” game:  at this stage, the children represent the world of adults and imagine roles within it.

Finally, we can conclude that  for Lev Vygotsky, play constitutes a fundamental tool for the cognitive development of the child.

Through play, he builds new knowledge, regulates his emotions and forges his relationships with others. Likewise, play allows children to expand and express the vision of the world they inhabit.