Vygotsky's sociocultural theory of child development applies directly to children's experiences in the classroom (Berk, 2008). Vygotsky's theory was that all people in a child's environment were important to his or her growth, which would directly apply to the classroom. In 1945, René Spitz wrote about the high mortality of infants under one year of age who resided in institutions (Spitz, 1945). Spitz noted that the reason for the high mortality rate was lack of stimulation and not illness and the absence of mothers. The work of Spitz and other researchers supports Vygotsky's ideas that a child is not only a product of his or her cultural environment, but also affects his or her environment (Berk, 2008). Vygotsky theorized that the different individuals in a child's environment are not only necessary for successful growth and development, but also for life itself (Gordon and Browne, 2010). A classroom provides a perfect setting for Vygotsky's idea of ​​a child surrounded by interactive activities. people (Berk, 2008). According to Vygotsky, children must be taught through instruction as well as by others working with them in practical situations. Vygotsky viewed child development as a kind of learning for life. As Pressley and McCormick (2007) pointed out, creating a classroom environment conducive to providing a learning-like experience to children requires a highly focused and energetic teacher. A child who learns and interacts in their environment develops language and cognitive growth as well as social skills not only for the child but also for the teachers (Gordon and Browne, 2010; Jenkins and Hewitt, 2010). Vygotsky did not prevent other children from becoming stimulating parts...... middle of paper ......e of the minds of children and adolescents which then become the foundation of their future lives (Singer et al., 2006). In Vygotsky's world, a child was not a passive product of the environment. Instead, the child interacts with the environment by making choices that moderate or influence the effect of the environment on the child (Vygotsky & Stone, 2005). In this way, the child actually acts on the environment instead of being passively acted upon. Vygotsky's vision was that children would be surrounded by peers and adults showing and demonstrating life while sharing the skills needed to enjoy a quality-filled life throughout a child's life (Pressley and McCormick , 2007). The added benefit of making Vygotsky's vision a reality is that the quality of life of these peers, teachers, and others is also improved (Jenkins & Hewitt, 2010).