It is widely recognized that Vygotsky is currently one of the most cited theorists within the English-speaking world. Although his works were originally published in Russian before and during the 1930s, his original concepts on development (see the Collected Works of L.S. Vygotsky 1987–1997)1 continue to be drawn upon to solve contemporary problems across a range of disciplines. However, an area that has received less attention has been his methodological contribution to the study of child development. This is not surprising because early childhood researchers with an eye to methodology have had to embark upon a long and complex journey in order to understand his foundational concepts.