ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book shows the impact of Lev Vygotsky on children's education by means of introducing a dichotomy of natural versus cultural in the discourse of child development. It discusses the development of a special kind of thinking in relation to how dialectical thinking develops and is expressed during children's preschool ages. The book also shows that children's narratives and drawings have structural commonalities. It illustrates both tendencies and shows how the Russian approach merged with Western views in developing educational programs aimed at executive functions development. The book explores children’s use of digital devices and discusses possibilities of play unfolding in the modern digital world. It shows that symbolic tools can essentially develop children's physical skills acquisition. The book highlights how research in early childhood education can lead to new thinking that has consequences for policy, educators and children.
