A psychological survey of Vigotsky's theory and its relationship with the theoretical foundations of teaching philosophy to children

The present article was written after a number of current language development theories in children such as behaviorism, nativism, functionalism and, in particular, vigotsky's theory concerning the development of language and thought in children and the interconnections between language and thought were briefly reviewed. The aim of this study is to demonstrate the [wide] implications of Vigotsky's theory in the analysis of the relations between language and thought. A surly of vigotsky's two key concepts, x.e. proximate development zone and mediation, indicate that they bear significance for the process of teaching philosophy to children this article has discussed the relevancy of Vigotsky's theory with the foundations of philosophy for children(p4c) and has looked mto the teaching of children, the role of teaching in the promotion of the process of thinking in children and the social role of language in the enhancement of that process. It is the opinion of this writer that an analysis of Vigotsky's theory provides a sound understanding that endorses the necessity of teaching of philosophy to children and, alongside of that, sheds light on the scientific bases of such teaching and the consistency of its methodology with scientific principles