Pedagogy 2025

Abstract

This theoretical study critically re-examines Lev Vygotsky’s sociocultural framework to articulate the indispensable role of play in fostering school readiness. Moving beyond simplistic views of play as mere amusement, this study argues that it functions as a fundamental mechanism for developing the cognitive, social, and self-regulatory capacities essential for formal education. The analysis progresses through Vygotsky’s core constructs to demonstrate how play first acts as a “Zone of Proximal Development” generator, facilitating social collaboration and rule internalization through role-playing. It then explores how play bridges social regulation to self-regulation through the “fictitious I” and private speech, enabling children to inhibit impulses and plan actions, as supported by contemporary neuroscience findings. Finally, the paper explores how play releases thought from concrete objects, fostering the abstract thinking and creativity that are prerequisites for academic learning. While engaging with critiques that question the instrumentalization of play, this study contends that a Vygotskian perspective, updated with modern evidence, offers a powerful lens for understanding play as a dynamic developmental activity. The conclusion translates theory into practice, proposing that educators integrate ‘mature play’ into curricula and that policymakers support resource allocation for play-based learning. This approach systematically cultivates the psychological foundations for children’s future academic success and lifelong learning, aligning with contemporary educational priorities.