Problem Definition: The child's painting is a subset of his various activities in children's art. The central taste of this type of activity, which has always been associated with children's games, has challenged the artistry of this activity. While considering the mentioned challenge, painting is an activity aimed at improving children's thinking and creativity, and in this regard, it is necessary to be studied educationally. Therefore, in the present study, an attempt is made to use Vygotsky's «theory of development» to answer the question of «How to teach drawing to children so that their creative activities are not harmed in the natural path of development»? Objective: From the above-mentioned point of view, children's tasteful and creative activities in painting may be exposed to educational damages with incorrect training. Having the aim of preventing possible damages, one of the effective theories on the development and achievement of children is the evaluation index of this educational activity to witness favorable exploitation in this field. Research Method: The present study is based on fundamental theoretical research (Vygotsky's socio-cultural theory of «Zone of Proximal Development») and is of a descriptive-analytical type. The research is included in the group of qualitative investigations. The painting will be taught, and after analyzing and presenting 33 painting samples selected from over three thousand works, a suitable educational solution will be suggested. Results: The findings of this research show that children who, according to the mentioned theory, have faced the mediation and proper training of parents and trainers in teaching painting. Accordingly, they have presented painting works beyond their current level in a social process in line with the natural process of development.

The present research investigated the efficacy of parent engagement in children's learning and achievement in the English language and based on the Vygotsky's theory, it offers suggestions regarding some concepts such as adult guidance characteristics. The statistical society consisted of sixty Iranian children ranging from 9 to 10, divided randomly into three groups of experimental 1, experimental 2, and control. The research results showed significantly more learning, skill training, parent involvement, and shared activities between children and parents in the experimental1 and experimental 2 groups compared to the control group. Moreover, a positive correlation is found between parent involvement and children's achievement in all three groups. The results also showed that parents' involvement and teaching involvement, and language skills had the most influence on parents' involvement. Furthermore, teaching engagement to parents had the most significant influence on children's activities. In addition, children's activities and language skill training had the most influence on their learning.

Dynamic Assessment (DA) is built upon the progress in the Vygotsky's (1978) Zone of Proximal Development and is a framework for the integration of instruction and assessment as a unitary activity and serves first to identify the abilities of the learners and second, actively support the progress of such abilities (Poehner, 2008). Considering the adhered importance of DA and in an effort to investigate the efficacy of this newly introduced assessment mode, this study delves into the results of a number of empirical studies of DA that are recently carried out in the field of EFL/ESL. The results of this secondary analysis revealed that the application of DA in the second or foreign language learning contexts enables the teachers and even the learners to efficiently identify the origins of the learners' educational problems and provide them with the appropriate feedback or solutions. The provision of solution is the main distinctive feature of DA as the static modes of assessment even if are able to identify the origins of the learners educational problems, are not oriented towards the immediate provision of appropriate remedies for the problems. Furthermore, DA is a better means to distinguish the learners from each other based on their knowledge or communicative competence and to predict their future performances.