Constructivism, from Vygotsky’s view, concentrates on learning and developing through collaborative of children in activities when learning is cognitively established in the perspective of socialization and education. Vygotsky felt that students use society interpersonally and then internalizes the experience that they have with others. Vygotsky believed that social interactions played a substantial role in children being involved in their own learning. Children seek to understand a concept by learning from others who are more skillful than themselves. By observing others, they are able to imitate the other individual’s actions and self-regulate their process in understanding the concept. Vygotsky also believed that self-regulation was developed internally through working with other knowledgeable individuals to understand a concept. Vygotsky proposed that human development occurred through language and that it was the most critical tool in converting the knowledge learned from inner speech, to private speech, to social speech (Schunk, 2012). Vygotsky’s idea of the zone of proximal development (ZPD) involves scaffolding from a more knowledgeable learner to the point where it becomes an independent task through the modeling and guiding behaviors. Learning does not always have to occur from the scaffolding from a teacher, rather have students learn collaboratively in small groups so they are able to examine various points of view. Through collaborative learning there is a great deal of student-to-student social interaction to develop such comprehensive strategies as predicting, questioning, clarifying, and summarizing (Schunk, 2012). Using Vygotsky’s philosophy of constructivism creates a classroom of