Vygotsky discovered that interacting and talking with children as they explore is beneficial for their cognitive development.

Through his research, Vygotsky suggested that a child's performance differs depending on whether they are solving a problem alone or if another child or adult is assisting them. He refers to this difference as the "zone of proximal development".

If a child is learning to complete a task, and a more competent person can provide assistance, for example, with verbal prompting, then the child can move into a new zone of development and problem-solving. Vygotsky refers to this movement through assistance as "scaffolding", which helps bridge the gap between the child's current cognitive abilities and their full potential.

Vygotsky states that it is through this play that children gain confidence in their language skills and start regulating their thought processes.

Studies have shown that mothers can scaffold or support their young children’s development through explicit verbal direction, and verbal and nonverbal behaviours that sustain children’s focus on things of interest.

Hence, caregivers who provide uninterrupted free-play time and talk to children about what they are engaged in can help promote exploration, discovery, and cognitive skills. Read more at CD-EXP-C03 on the impact of play on cognitive development.