In common, both approaches take a child-led approach with the adult acting as a facilitator in learning. This is supported by Vygotsky who theorized “The zone of proximal development, which is the difference between what a student can do without help and what he can do with help.” (Vygotsky 1978). Having maintained this, the EYFS is underpinned by a reassurance in instrumental beliefs, as it aims to provide guidance to early years practitioners so that children can be prepared for the next stage of their schooling. The role of practitioners is to “map children's learning and development in order to ensure a broad and balanced curriculum” (Palaiologou 2009.p.180). Bruner was also a psychologist and was influenced by the work of Vygotsky. His theory of constructivism known as scaffolding theory, proposed the idea that providing support in learning can help children read their ZPD (Brunner 1960). This theory is also in agreement with the Reggio approach. (Rose & Rogers 2012.p.13) states that the “role of the adult is seen as guidance, support, suggestion or scaffolding”. Therefore, many times adult-led activities are provided to achieve the curricular objectives of each subject. The Welsh Assembly Government has launched a project to support early childhood teachers in their desire to further engage with Reggio philosophy and explore Reggio-inspired approaches in their classrooms. The main aim of this project, therefore, was to encourage teachers to use Reggio as a “different lens” to gain a greater understanding of their professional practice. However, teachers found it difficult to try to support children in following their interests and exploring their theories. Furthermore, teachers feared that it was inappropriate to allow children to continue with wrong ideas and that "they need to be given the right answer." Given the obligation to achieve the prescribed objectives and results, this was done