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cause and effect relationship between Lego construction and cognitive abilities. Correlation does not equate to causation. Similarly, all experimental designs measured cognitive abilities using tests and assessments, all of which have different reliability scores and thus questioning the validity of the findings. Vygotsky’s Socio-Cultural Theory: The socio-cultural theory proposed by Vygotsky (1976) suggests social surrounding and cultural environment shapes and influences the development of thought and subsequently developmental trajectory. This theory contrasts Piaget’s cognitive theory as it emphasises on the direct involvement play in development as a result of learning from social environments. Vygotsky’s theory has been explained by children’s use of symbolic play where abstract thought is implemented in order to distinguish between meaning from unrelated objects. Children liberating thought from objects suggest the use of mental representations (Vygotsky, 1976). An early experiment conducted by Joy L. Elder and David R. Pederson in 1978 investigated if there are differences in the way children play symbolically between three age groups. Results demonstrated developmental differences between the age groups in symbolic play and dependence on substitutes for symbolism. Findings from this experiment can be corroborated with experiments investigating language development. Language development and its initiation has also been suggested to be impacted by symbolic play (Orr & Geva, 2015; Smith & Jones, 2011). A link has been observed between babbling and single object play, suggesting integration in language development. Furthermore, studies have also observed the amount of pretend play and cultural variations within pretend play have an impact on infant habituation (Bornstein & Tamis-LeMonda, 1989) and emotional wellbeing of toddlers (Tamis-LeMonda et al., 2006). Thus, supporting soci
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