Vygotsky's ideas about the role of language in the development of planning skills in children are discussed in this article. Recent research that has expanded Vygotsky's theoretical work is also considered in this context. The relationship between language and planning is discussed from three perspectives: (a) the regulatory function of language; (b) language as 'a tool of thought'; and (c) the role of communication and social interaction in the development of planning. The article concludes with some considerations of the possible educational implications of Vygotskian ideas.
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