Q 1.What are the three main aspects (or components) of Vygotsky's developmental theory? In other words, how do children develop according to Vygotsky? Explain by relating those three theoretical constructs to empirical examples. (25 points) 2.What is the zone of proximal development? What does this concept say about the character of human development and its relation to teaching and learning? Discuss Vygotsky's and Piaget's differing views on the relation between learning and development. (25 points) 3(4) How is the relationship between teaching-learning and development conceptualized and operationalized in Gal'perin's approach? In what way does systemic-theoretical instruction (teaching-learning) embody and realize the zone of proximal development? Put it another way, how does systemic-theoretical teaching-learning lead to developmental changes (i.e., development of mental processes and functions)? In other words, explain how children developed their minds through systemic-theoretical instruction.3.In light of Vygotsky's developmental theory, discuss Gal'perin's approach (systemic-theoretical instruction), especially his elementary math program. Specifically (25 points)