Vygotsky believed that socially rich environments increased cognitive progress when the child was helped or supported by a more experienced "other" in the form of a more knowledgeable adult or peer (Berk, 2008). Particularly relevant in the New Zealand context is the Māori kaupapa theory, which holds that reciprocal teaching, as demonstrated by ako, and the emergence of peer tutoring in the form of tuakana and teina relationships will have a positive impact on the classroom environment. It is interesting to note that Vygotsky advocated, with his term "zone of proximal development", that the intended learning should be slightly above where the child was, in order to encourage his progress and that t was achieved through social interaction (McLachlan, Fleer, & Edwards, 2010). Continuing this, Vygotsky believed that learning occurs on two fronts, first through interaction with others (intermental), then through internalization (intramental). This intramental learning is revealed when children verbalize out loud, speaking through instructions using the “voice” of the “more competent other” and the shared meanings they have internalized (Robbins, 2007). Additionally, while actively developing knowledge with peers, friendships with other children can lead to rich learning opportunities (Copple, 2003). Subsequently, for children in the early years, Vygotsky believed that role-playing and sociodramatic play motivated them and provided the primary source of learning and development to engage them in cognitive and emotional development (Wood and Attfield).,