Constructivism and the Developing Child


learning styles

Through the concept of constructivism, a child is encouraged to learn through determining his own path of knowledge and individual process. Each child is different and special, just like their learning, and constructivism supports the idea that we construct our own understanding of the world we live in through generating rules and ideas based on individual experiences and trial and error. With the learning theory of constructivism, there are no flash cards or standardized tests. Instead, the child is supported to follow his instinct and create his own knowledge and strategies for understanding and learning.

What is Constructivism?

The history of social constructivism leads us back to Lev Vygotsky and his social theories of learning. His studies found that a child often successfully accomplished new tasks while working in collaboration with an adult instead of on his own. This does not mean the adult is teaching the child how to solve problems, but in the act of the adult engaging with the child, the learning experience improves and offers the child the ability to refine thinking and perform effectively. It is the idea of “can do” versus “cannot do” and offering the child opportunities to change to the “can do” attitude with supportive, individual adult input.

By combining the idea of social and cognitive constructivism, the child is able to develop in positive ways. Social constructivism emphasizes the learning a child accomplishes through interaction with others and outside experiences. Cognitive constructivism is based on a child’s developmental stages and individual learning style. As stated before, each child is different and when his specific learning style is determined, his ability to learn is enhanced, especially when adults are able to fine-tune teaching to fit his specific learning.

Teaching with Constructivism

The educational system is not conducive to comfortably support constructivism in the mainstream classroom. But, there are small things educators, and parents, can do to support a child’s learning and development through constructivist theory. It is thought that most educators view learning as an objectivist theory, with the belief that learning exists outside of the bodies of learners residing in books and other educational documents. This leads to curriculum being based on teaching the child through textbooks instead of through experience. Through constructivism, the main way of learning is the senses, causing the brain to build a full understanding of the surrounding world. This leads us back to the understanding that each child is an individual creating unique responses and experiences.

With testing being the popular way to determine a child’s knowledge base, constructivism encourages the concept of experience and interaction. The process of learning through doing and engaging is the goal. Also, understanding each individual child’s prior-knowledge is key, used to build and grow adult interactions and teachings. This encourages greater bonds between adult and child, and deeper educational experiences resulting in higher knowledge and self-esteem.

Ways to Integrate Constructivism

Introducing constructivist theory may seem like an unattainable goal for the classroom, but educators can make a difference through making simple changes and a bit of extra time. Parents can benefit from doing the same thing, creating a positive environment where the child is encouraged to explore and build his knowledge base through constructive ideals.

Take time to talk: It’s challenging in a bustling classroom to cover topics required by state standards of learning and maintain requirements of the school, but shortening lectures and book study and adding more interaction and discussion is one way to offer each student the opportunity to take part in learning. Including activities that encourage the student to apply their existing knowledge and real-world experiences promotes constructive learning. A healthy class debate is always a wonderful way to talk things out and hypothesize new ideas and problem solving.

In the home, take time to talk through problems and encourage conversations at the dinner table, discussing new and exciting topics. And, do not forget to ask lots of open-ended questions!

Doing is learning: Get out of the classroom and use those senses for learning! This goes for the home environment, too. As a population, we get caught up with the Internet and other social media as ways of entertainment and education. The big textbook has been replaced with surfing the web. Turn to the great outdoors, along with real-life social interactions for learning and growth. Taking students into the real world to test their ideas and knowledge benefits constructive learning and understanding. Encourage a group discussion to finish the lesson after the out-of-classroom experience. And, parents can do the same by getting out of the house for a simple nature walk.

Ditch your expectations: Constructivism is not about test results and rote learning but about developing the child’s senses and understanding of the world around him. Find ways to encourage that learning through doing activities that are free of set limits and end results. Allowing a child to experiment with open-ended activities encourages creativity and self-esteem. If talking about weather systems, have students create a colorful weather collage. When discussing architecture, brainstorm as a group ways for building better covered bridges. Not only is the child developing his brain in amazing ways, he is pushing his senses to the limits, learning more about his strengths and weaknesses and then making adjustments. Offering pre-tests allows for the teacher to gain understanding of student’s existing knowledge, aiding in creating educational lesson plans.

In the home, direct open-ended questions without pressure or expectations. Use language focused on learning, instead of on results such as grades, to instill confidence.

Introducing constructivist theory into the home or classroom is easier than one might think and offers fantastic benefits for both child and adult.


About the author -

Sarah Lipoff

Sarah is an art educator and parent. You can visit her website here.


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  2. Sydney says:

    “Therefore, it’s important not to ipomse adult expectations on a child’s thought processes, but, rather, to look at the child’s behavior as a manifestation of movement to an ensuing way of reasoning.” pg. 83It is so important to allow the child’s growth process to happen naturally rather than having a set of rules and anticipated outcome. This goes for their growth educationally, socially, and physically. Some parents and educators only have one way of implementing information, but this is not the way. Every child and person listens, processes and remembers information differently. Everyone has different capacities and therefore not one person will have the same experience as the next. Most of the time, in life, we learn the most from “unsuccessful” attempts. I hate to use the word failure, because like I’ve said in the past, failure does not always need to have such a negative connotation to go along with it. Failure with one thing may lead to wonderful discoveries elsewhere. This is where the most growth occurs. I started piano lessons with a nine year-old girl two weeks ago. Our first week was a little rough, mostly because I was trying to feel Nicole out. Trying to see how much I could challenge her, but not overwhelming her and reaching a breaking point. I asked her why she was taking piano lessons and she said, “Because my mom said she thinks I’ll be really good. But I don’t want to do all the ‘baby-ish’ exercises. I’d like to get right to playing actual songs.” I tried to explain to Nicole that we would get to “actual songs” in no time but there were first a few fundamental things she should know. I also was concerned that she wasn’t taking piano lessons because it was HER decision, but after talking to her mom, I learned otherwise. Nicole’s response to my question was interesting though…. After I had a week to process our first lesson, I decided to try something. I noticed she had Adele’s CD on her iPod. I happen to have an Adele songbook. At the start of our second lesson I told her we were going to move on to some additional scales and exercises and we’d do all this with hopes to apply what we worked on in the first be of the lesson towards learning the chords and bass line of Adele’s “Someone Like You.” Nicole looked at me as if she thought she heard wrong. She asked, “I’m going to play Adele? How? I don’t think I can.” I told her it would be a fun experiment and also told her that I had a ton of confidence she’d be walking out of the lesson playing at least the intro. I was SO pleased with Nicole’s progress during our second lesson and I was even more pleased with her enthusiasm and happiness. By the end of our lesson, Nicole was playing the bass line and chords of the piece, as I sang along. Nicole’s mom emailed me the night of our lesson letting me know Nicole was playing, by memory, the entire intro of “Someone Like You” and she wouldn’t stop talking about how much fun she had. She said it was “so cool” of Taylor to lend her the songbook. This made my day!How do we reach our students? We can try to relate to them and show them that we care. Open up your mind and both you and your student can learn something and have fun while doing it!

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