The Educational Review, USA

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Teachers and Children’s Play: Exploring Practices Through an Analysis of Vygotsky and Piaget Theories

Manal O. Alharbi

Early Childhood Education, Prince Sattam Bin Abdulaziz University, Saudi Arabia.

*Corresponding author: Manal O. Alharbi

Published: November 30,2022


Jean Piaget and Lev Vygotsky remain two of the most influential philosophers in educational practices, especially in the early childhood field. Both theorists share the belief about the importance of play for children’s learning and development in early ages. Nevertheless, the two theorists do not share the same perspective regarding adult involvement in children’s play. This paper provides a summary of an international review of literatures of current research from different discipline in regard to teaching with a play-based curriculum approach. Studies from Canada, Australia, Hong Kong, and Finland were examined and reflected under Piaget and Vygotsky theories. The views of early childhood stakeholders, such as policy-makers, educators, teachers, and families impact play practices in the early childhood field. In light of Piaget’s cognitive development theory and Vygotsky’s socio-cultural theory, a reflection on the current play practices in early childhood is considered to support educators and policymakers in rethinking through their decisions and practices regarding the adult role in children’s play.


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How to cite this paper

Teachers and Children's Play: Exploring Practices Through an Analysis of Vygotsky and Piaget Theories

How to cite this paper: Manal O. Alharbi. (2022). Teachers and Children's Play: Exploring Practices Through an Analysis of Vygotsky and Piaget TheoriesThe Educational Review, USA6(11), 668-674.