Vygotsky And The Psychology Of Play
Lev Semyonovich Vygotsky was a Russian psychologist who pioneered many fields in his specialty. Fundamentally, he excelled in developmental psychology. On this, Vygotsky affirmed that the development of people is only achievable through social interaction. One of the key elements in this area is the game, on which he raised innovative theories.
Vygotsky argued that development consists in the internalization of instruments of culture, such as language, through precisely this interaction with other humans. One of the key concepts in Vygotsky’s theory is the zone of proximal development (ZPD). This consists of the help that a human receives from others, be they tutors or peers, that allow him to extend his possibilities of development.
What a child can learn on his own is not the same as what he incorporates through interaction. This has to do with problem solving, interpreting events, or learning symbols, among many other things. In the relationship with others, in addition, socio-cultural factors must also be considered.
What does Vygotsky say about the game?
Vygotsky gave the game a central role never before given as a promoter of mental development. For him, the child’s abilities could be perfected through playful activities.
The main advantage of the game is that the child puts these abilities into practice almost without realizing it. Also, because you do it in a fun, effortless and conscious way, your dedication and frequency are much higher than for other types of exercises.
Vygotsky defines the zone of proximal development as the distance between the level of real cognitive development, the capacity acquired until that moment to solve problems without the help of others. The level of potential development, or the ability to solve problems with guidance, of an adult or other children, more experienced.
What were those skills this psychologist was referring to? These are the ones that stand out in their arguments:
Language
As we pointed out before, for Vygotsky, oral and written language was the basis of a person’s development. Through this communication is possible and, therefore, the transmission of knowledge that allows you to absorb aspects of a culture.
Self-control
Playing does not only mean having fun, it also has obligations. They have the mission that a game is organized and that all its participants adopt the role that is intended to perform it effectively.
For example, in a sprint race, children at the starting line want to run as soon as possible to finish first. However, knowing the rules of the races, they know that they cannot do it until the order is given.
Wish fulfillment through imagination
In one of his writings, Vygotsky commented on the example of a three-year-old boy who wants to ride a horse. Since he cannot, what he does is take a stick and pretend to be a horse. That is to say, by means of the game he imaginatively specifies an action impossible for his abilities.
Through this process, the child draws the meaning of the horse through a pivot, which is the rod. Thus, the psychological structure that determines its relationship with reality begins to transform.
Vision of the world
Although we see them as simple imaginary banalities, the toys and the roles that children assume in them help them to form their vision of the world. When they play teachers, workers or policemen, children little by little realize their role in society.
In addition, they incorporate notions such as responsibility, the value of fulfilling one’s duty, and demands for what others expect of them. It is a clear reflection of the growing interest of children in the activities of adults and in the world around them. Thus, they abandon their egocentric character, at least partially.
Memory and attention
These are two elementary psychological processes, according to this psychologist’s own classification. Through play, children develop these abilities.
As it is an activity that attracts them, their attention is exclusively focused on it. On the other hand, memory is essential to remember its basic components : rules, roles, locations or whatever else is needed.
Stages of the game according to Vygotsky
According to this author, play in children has two stages:
- First stage (up to 3 years of age): children play with objects according to the meanings that adults give them. In a second part of this period, they learn to symbolically substitute the functions of these objects.
- ‘Socio-dramatic’ play: in this phase, children represent the world of the elders and imagine roles within it.
As a conclusion, it can be extracted that for Lev Vygotsky the game constitutes a fundamental tool in his cognitive development.
Through this he builds new knowledge, regulates his emotions and forges his relationships with others. The game also allows you to extend and express your vision of the world you inhabit.
