Vygotsky, a social constructivist, stands in opposition to those such as Piaget, by highlighting the need for social interaction in promoting child development (Sutton). He suggests that language and verbal interactions are primary, and development occurs as a result, the opposite of Piaget's ideas. When a child is born and in the very early stages of development, language skills are limited, which in turn emphasizes the importance of interaction and experiences with experienced individuals who are able to foster a zone of proximal development. In the years prior to schooling, a child's parents are deemed the "experts," and once formal schooling commences, teachers fulfill that "expert" role and continue to expand a child's capability. By providing a child with new conversational experiences and beneficial verbal interactions, a teacher fulfills their responsibility of helping a child to learn skills that promote and progress long-term development.
Sutton, K. S. and R. (n.d.). Educational Psychology. Lumen. https://courses.lumenlearning.com/educationalpsychology/chapter/major-theories-and-models-of-learning/.