Vygotsky's sociocultural theory of child development has direct application to children's experiences in school settings (Berk, 2008). Vygotsky's theory was that all people in a child's environment were important to his or her growth, which applied directly to the school environment. In 1945, Rene Spitz wrote about the high mortality rate of children under one year of age residing in institutions (Spitz, 1945). Spitz noted that the reason for the high mortality rate was lack of stimulation and not disease coupled with 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 cultural environment, but also influences his environment (Berk, 2008). Vygotsky theorized that the various individuals in a child's environment are not only necessary for successful growth and development, but also for life itself (Gordon & Browne, 2010). A classroom is a perfect place for Vygotsky's idea of ​​a child surrounded by interactive tools. people (Berk, 2008). According to Vygotsky, children must be taught through education as well as through other people working with them in practical situations. Vygotsky viewed child development as a kind of apprenticeship for life. As Pressley and McCormick (2007) noted, creating a school environment conducive to providing children with an apprentice-like experience requires a highly focused and energetic teacher. A child learning and interacting with their surroundings develops language, cognitive growth, and social skills not only for the child but also for teachers (Gordon & Browne, 2010; Jenkins & Hewitt, 2010). Vygotsky did not prevent other children from becoming inspiring parts…middle of the paper…and of the minds of children and adolescents who then become the foundation of 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, which moderate or influence the environment's effect 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 who demonstrated and demonstrated life sharing skills needed to enjoy a life full of quality throughout a child's life (Pressley & McCormick, 2007). The added benefit of making Vygotsky's vision a reality is that the quality of life of those colleagues, teachers and others also increases (Jenkins & Hewitt, 2010).