Importantly, Vygotsky believed that socially rich environments increased cognitive progress when the child was helped or supported by a more experienced “other” in the form of a more knowledgeable adult or peer (Berk, 2008). Particularly relevant, in a New Zealand context, within this concept, comes kaupapa Māori theory, where mutual teaching as demonstrated in ako, and the presence of peer mentoring in the form of tuakana and teina relationships will have a positive impact on school environment. Interestingly, Vygotsky argued, with his term "zone of proximal development", that planned learning should be slightly above where the child was at, to encourage his progression and be achieved through interaction social (McLachlan, Fleer, & Edwards, 2010). Following this, Vygotsky believed that learning occurs on two fronts, initially through interaction with others (intermental), followed by internalization (intramental). This intramental learning is revealed when children verbalize aloud, speaking through instructions using the “voice” of the “more competent other” and the shared meanings they have internalized (Robbins, 2007). Furthermore, while actively constructing knowledge with peers, friendships with other children can lead to rich learning opportunities (Copple, 2003). Subsequently, for children in the early years, Vygotsky believed that role-play and socio-dramatic play motivate them and serve as a major source of learning and development to engage them in cognitive and affective development (Wood, & Attfield,