Research is a vital component of midwifery education, whether utilising others’ findings or conducting one's own. However, opportunities to carry out new research can be rare and are often not taken up by staff at a ward level. Lack of understanding and fear of ‘stepping out of place’, as well as organisational barriers such as workload or lack of funding, are often cited as reasons for not carrying out research. Assimilating new research into the workplace is anecdotally very slow, and the need for stronger links between midwifery research and practice remains a fundamental piece of the equation that is currently missing. A new framework encompassing midwifery practice, research and education is vital to assist in a smoother transition between them.

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Vygotsky's socio-constructivist theory and the zone of proximal development is as valid today as when it was written in the early 20th century. An awareness of a child's current level of understanding is necessary in order to challenge and question their further potential. There appears to be a need for parents to be re-educated as to their role as educators within the home environment, where everyday objects and scenarios can hold a wealth of possible learning experiences for children. Health visitors are in an ideal position to remind parents of how they can help to facilitate their child's learning. A knowledge of how Vygotsky's principles can be applied to the home environment will enable health visitors to provide simple tips to parents on how to maximize their potential as educators.