ABSTRACT
With play being the leading activity for preschool- and kindergarten-aged children, the main focus of the chapter is on the ways adults can help children raise their play to the level that is the most beneficial for their development: the level of mature play. At the beginning of the chapter, the main characteristics of mature play are described and contrasted with the features of immature play. The next section provides guidance to early childhood educators on the specific ways they can foster mature play in preschool and kindergarten classrooms, including specific suggestions on how to scaffold children at different levels of play. The second part of the chapter offers practical suggestions on how to scaffold children in non-play activities described in Chapter 13, including pre-academic activities commonly used in preschool and kindergarten. Two pre-academic activities—writing one’s name and learning about patterns—are used to illustrate how Vygotsky-based tactics can be used to scaffold children’s learning as they engage in these activities.
