MISSION #4Vygotskian Approach Activity – Imaginary GameThere will be two lists of imaginary scenarios; one that all children should be able to recognize, such as going shopping, playing house, going to the playground, etc. And the other will be less common, like going to a car repair shop, building a building, being a doctor, etc. ., these will have instructions on how to teach the scenarios to children so that they can play them on their own. The teacher will be there every step of the way until the children no longer need the teacher's social input and can begin playing with each other as with extremely common games. By doing these activities with the children, the teacher will be able to show the children other daily activities that they may not be exposed to regularly and gain a better understanding of what is going on in their lives. Once they both agree that the child needs to be an active learner in the process in order to become a functioning adult, they will do so later in life. But it is how babies learn and at what point in the developmental process that this should take place that the two differ. For example, Vygotsky believes that learning occurs before development and that babies learn through their social interactions with their caregivers. He also believes that learning is a continuous and gradual process. For example, when learning to cross the street, a Vygotskian approach is the way to go. The baby assimilates all the social signals given to him by his parents: the street is dangerous, we do not cross when cars pass, we have to wait for the light to show him that it is our turn to walk, we have to look at all the two paths before crossing, etc. Then the baby slowly begins to cross the street with his parents (still holding their hands) and slowly but surely, when the child is old enough, he can now cross the street on his own without danger to himself.