Lev Vygotsky is a major figure and revolutionary thinker in his understanding of how children develop. The foundation of his philosophy is the belief that the purpose of education is to transform every child so that they, in turn, can go on to contribute to the transformation of society.

Vygotsky and the Zone of Proximal Development, reminds every teacher of the importance of being an important mediator in a child’s learning and the importance of carefully graded steps – “thinking skills” to engender each child’s potential.  Vygotsky also highlights “cultural tools”.  The specific feature of the “cultural” methods are that they are applied, not as much in relation to real objects, but with their symbolic representation: symbols, diagrams, models, plans.  With the help of signs, children learn to analyse reality independently, build up conceptual frameworks, work out ways of solving problems, notice and understand the structure of different objects, and express their own attitude towards the world around them.

In collaboration with 6 lead authorities (Falkirk, Inverclyde, North Ayrshire, North Lanarkshire, Renfrewshire and West Dunbartonshire), Tapestry has developed a project on the application of Vygotsky’s ideas to early years education.

It came about after a Tapestry Masterclass on the Theory and Methodology of Lev Vygotsky, the Russian psychologist (Appendix 1) His theories on child development, stand alongside Jean Piaget, Marie Montessori and Jerome Bruner.

Many of those who attended this Vygotsky Masterclass delivered by Galina Dolya were struck by the philosophical relevance of Vygotskian theory to early education in Scotland and were interested in the interactive nature of the resource packs, lessons plans and support materials designed for the classroom. All present were inspired by the presentation, and the possibilities for inclusion in the application of learning and teaching in the Early Years Curriculum.

Some key representatives from local authorities were keen to further progress the Vygotskian approach and the idea of a Tapestry Partnership Project materialised.

The Aim, is to work in Partnership to implement, assess and disseminate practical strategies based on the Vygotskian Approach. These will enhance the quality of learning and teaching in Early Years and will complement existing sound practice based on “A Curriculum Framework for children 3-5,” which importantly encompass the principles contained in “A Curriculum for Excellence”.

The Strategy (Appendix 2) is to work in Partnership with each other in the sharing of ideas and new practices, and also, to work in partnership with other key stakeholders in the respective local authorities, bringing together differing expertise in child development. The Project brings together a range of services: Psychological Services, hold a key role, as does Early Intervention, Network Support Teams, Primary Staff, and Speech and Language Therapy Departments.

The involvement of parents and their contribution to this Project is greatly valued and is seen by each local authority as a key component in the success and development of the Project.

Project Outcomes

• Raised attainment through wider application of scaffolding learning through adult-child interaction and peer interaction providing an evidence base which confirms a positive impact on the children involved.
• Enhanced use of formative assessment in the early years.
• Evidence of partnership between schools, across sectors and with Psychological Services.
• Evidence of partnerships between Tapestry and Local Authorities.
• Increased active participation in learning.
• Inter-agency networking between: Early Education, Primary, Cultural Services Department; Psychological Services; Network Support Team; Early Intervention Team; Parents.
• Staff are given the opportunity to work jointly and develop professionally.
• Staff’s increased awareness of Vygotsky’s theories and principles.
• Well informed staff that will understand and develop strategies to improve young children’s cognitive development.
• Staff learning ways of interacting with children, firstly assuming most of the responsibility for guiding the problem solving and creative thinking, but gradually transferring this responsibility to the child.
• A core of trained practitioners who will be able to offer support and advice to other authority/partnership and relevant early years staff and will be instrumental in supporting staff and children through transition from early years to primary.
• A support structure that will enable staff to: further develop children’s thinking skills; create conditions that will enable children to take control of their learning; develop children’s imagination and thinking processes.
• Staff fully understanding the process whereby a child learns essential ‘thinking skills’ through problem-solving experiences.
• Improved understanding in staff and children of strategies to develop effective learning and thinking.
• Increased levels of engagement of children in thinking opportunities.
• Development of Effective Thinking in Early Years Support Materials
• Greater parental involvement and awareness of how parents may support their child’s learning.
• The Project will produce support materials to be used throughout all early years establishments to support and develop present curricular materials.

Achievement and Attainment

• This project will impact on children’s capacity to develop thinking skills and cognitive strategies thus improving their capacity to engage in their learning.
• The project will raise the attainment and achievement of all. Children will be given the best start to becoming successful learners.
• Framework for Learning
• This project will deepen the understandings of staff in early years abut scaffolding children’s learning in such ways as to provide challenge and depth in the opportunities offered.
• The programme will develop the skills of nursery staff and teachers. It will also encourage co-operation between children and self-discipline of pupils.
• This programme will develop, enhance and enrich the skills of all staff and will contribute towards developing strategies to support children’s imagination and thinking processes.

Inclusion and Equality

• By providing a tool to assess children levels of involvement in their learning, all children should be provided with appropriate strategies to ensure they are wholly included in their learning community.
• A key aspect of this project is the relevance for all children.

Values and Citizenship

• Much of the underpinning philosophy of this approach is to promote children’s self regulation and the ability of staff to use effective external mediators for learning those mediators including peers and adults as well as materials and resources.
• Pupils and children will demonstrate increased respect for self and others. This will be demonstrated practically through turn taking and sharing with peers.
• The project will be built on true and genuine partnerships involving early years staff, parents and psychological services. Children will also be empowered to express their feelings and ideas in an organised structure.

Learning for Life

• The cognitive tools that will be developed through this approach will provide children with strategies for life and will become the foundations for complex thinking skills in their future learning.
• The skills and activities developed at an early age will equip young people to make the most of their school experience and the ability to prosper in later life.
• The successful implementation of the Vygotskian approach will equip children with core thinking skills which are key competencies in life.
• Strategies and skills learned from the project will form the foundation which will lead to a great confidence and ability to express ideas and thoughts through creative writing or story telling for later life.
• This initiative links very closely with Curriculum Framework 3-5, Child at Centre and Curriculum for Excellence.