Sociocultural theory has also been in?uential in Wisconsin, USA, where teachers’ knowledge of Vygotsky has also shaped how staff interact with children. Like Hong Kong China, researchers in Wisconsin valued scaffolding of learning during play.

The researchers noted that staff also drew upon both Piaget’s theory and developmentally appropriate practices (DAP), which lie in strong contrast to sociocultural theory. As with Hong Kong China, the role of the adult in children’s play was examined. In contrast to Hong Kong China, the Wisconsin teachers did not intervene much in children’s play. This outcome is consistent with the interpretations of Piaget’s work, where staff focus mostly on planning environments and not on interactions. The provision of materials which are seen as developmentally appropriate for children becomes the focus of attention. The focus on materials and the cultural belief that each child is going to become independent, and by doing so they are able to take initiatives and gain trust in their own competence, is foregrounded. What is foregrounded in Wisconsin is the institutional dimensions.

There is a strong emphasis in the USA on DAP and standards, both of which have shaped how children play in Wisconsin. The researchers note that in the USA, the depth and signi?cance of play is often misunderstood by educators, families, and policy makers.

Read more: Play and Learning in Early Childhood Settings International Perspective