te more meals even though she was provided with hands on and visual aid. Meghan is in the preoperational stage of Piaget’s cognitive development. This is age appropriate.Vygotsky’s theory of socio-cultural development stresses the importance of interactions with others to assist in cognitive development. The zone of proximal development is the area where a child requires assistance to complete a task.The first test I asked Meghan to perform was tying shoelaces. Meghan was able to begin the first step of tying laces by intertwining the laces but could go no further. I tried to help her but she did not want help. She insisted that she could not tie her own shoes. I asked her what she did when she was at school and her shoe came undone and she responded that she wore Velcro shoes. The results indicate that the task of tying shoelaces was above Meghan’s proximal zone of development.I provided Kari with a mathematical problem. I had spoken to a high school mathematics teacher and asked for a topic that students would not be exposed to until grade nine. See appendix on page nine. Kari was unable to do the math problem. She just kept reading and re-reading the problem. I let her try to figure it out for a couple of minutes and then offered her brief instruction. She then began to work on the problem. She did not come up with the correct solution but was started in the right direction with instruction. I felt that this mathematical problem was definitely within Kari’s zone of proximal development. A little more instruction and she would be correctly answering questions similar to this one with little difficulty. As language is very important to Vygotsky’s theory I asked each child to read a portion of a book. Meghan was asked to read a passage from “The Colour Kittens”, a beginning reader book. She had never seen this book before. Meghan sat beside me and we read the book together. S...