Throughout the history of early childhood education, educators have used the theories of various theorists to enhance children's learning and development. One of the most significant theories is Vygotsky's sociocultural theory. His theory focuses on how private speech is used by children and the importance of the zone of proximal development. Vygotsky's theory is well used in the educational environment today and educators use it to be able to provide activities that are not too difficult for children to complete. Therefore, Vygotsky's theory has allowed educators to better understand how children learn and develop. Lev Vygotsky's life began in 1896 in Orscha, Belarus, he was born into a Russian Jewish family. Vygotsky had secured a place at Moscow University in 1913, where he received a law degree and a specialization in literature. After graduating, he taught children and adults a variety of subjects. He then became interested in children with learning difficulties and intellectual disabilities. Thanks to this event, he was invited to join the Moscow Institute of Psychology. Vygotsky moved there and began a collaboration with two other Russian psychologists. They in turn developed a “cultural-historical” or “sociocultural” vision of human development which deepened cognitive activities (Duchesne S, et al, 2013). Vygotsky's theory was therefore established from his past experiences and his interest in child development. Vygotsky's sociocultural theory is one of the key theories that early childhood educators implement in their practices. In his theory, he emphasizes the importance of language in the development of children (Pound L, 2012). Although Piaget's theory aims to understand the importance of scaffolding that allows educators to diagnose children's learning needs and develop teaching techniques to meet them. In conclusion, although Vygotsky's theory is not as comprehensive as other theories, his theory is important for educators to adopt. Reference list Berk, L. (2013). Child development. (9th ed.). Boston: Pearson. Duchesne, S., McMaugh, A. Bochner, S and Krause, K. (2013) Educational psychology for learning and teaching. 4th edition. South Melbourne: Cengage Learning. Gonzalez-DeHass, Alyssa R.; Willems, Patricia P. (2012). Theories in educational psychology: concise guide to meaning and practice. Retrieved from http://www.eblib.com Pound, Linda (2012). How Children Learn: From Montessori to Vygosky – Theories and Teaching Approaches Made Simple. Retrieved from http://www.eblib.com