PRESENTATION OUTLINE
Constructivist Learning Theory: Early Childhood
- Constructivist theory's roots begin during Socrates' era in which he would teach students by asking them questions, thus stimulating critical thinking.
- Some learning experiences and environments are not compatible with the brain's natural learning process (e.g. traditional classrooms, Smilkstein, 2003).
- Teaching for accommodation differentiates constructivist approaches from traditional approaches (Stupiansky, 1997).
- Constructivists do not share with cognitivists and behaviorists the belief that knowledge is mind-independent and can be “mapped” onto a learner (Ertmer & Newby, 2013).
- Both cognitivists and constructivists view the learner as being
actively involved in the learning process, yet the constructivists look at
the learner as more than just an active processor of information (Ertmer & Newby, 2013).
- A criticism of traditional models of teaching is that teachers approach most knowledge like it is social-conventional knowledge, which must be committed to memory through drill and practice (Stupiansky, 1997).
- In recent years, constructivism has become popular in instructional design.
Most significant titles:
- Bruner, J.S. (1968), Toward a Theory of Instruction, Norton,
New York, NY.
- Dewey, J. (1938), Experience and Education, Macmillan,
New York, NY.
- Piaget, J. (1954), The Construction of Reality in the Child, Basic, New York, NY.
- Vygotsky, L. (1978), Mind in Society: The Development of Higher Psychological Processes, Harvard University Press, Cambridge, MA.
Most recent titles:
- Brooks, J., & Brooks, M. (1999). In search of understanding the case for constructivist classrooms. Alexandria, Va.: Association for Supervision and Curriculum Development.
- Cooperstein, S., & Kocevar-Weidinger, E. (2004). Beyond Active Learning: A Constructivist Approach To Learning. Reference Services Review, 32(2), 141-148.
- Steffe, L., & Gale, J. (1995). Constructivism in Education. Hillsdale, N.J.: Lawrence Erlbaum.
- Teaching influenced by constructivist principles should provide opportunities for
children to co-operate, to develop skills in critical and creative thinking, and to explore new phenomena through which meaningful learning can occur (Watters & Diezmann, 1998).
- Interest is central to the actions by which the child constructs knowledge, intelligence, and morality (DeVries & Zan, 1994).
- Active learning moves from experience to learning and not the other way around (Cooperstein & Kocevar-Weidinger, 2004).
- Constructivist teachers adjust their strategies to help children discover, construct, or memorize according to the knowledge or concepts they want children to learn (Stupiansky, 1997).
- Additionally, constructivist teachers promote peer interaction by organizing the program so interpersonal engagement occurs naturally (DeVries & Zan, 1994).
Instructional Problems Addressed through the Theory
- Work and play engages children’s interests in early childhood education thus building on schema and knowledge.
- Children build their own educational goals that aid them in developing their own understanding.
- Learning through play and active engagement creates critical thinking.
- Teachers can better develop lessons by observing children, “at play”.
- Students are able to learn about the world based on their previous knowledge.
Instructional Problems not Addressed through the Theory
- Elementary students use their schema to construct knowledge of particular topics however, not all children are able to learn in this manner.
- Does not allow different levels of thinking to be focused on as elementary students require more whole group instruction leaving some students behind.
- Some students require structured learning environments.
- It is difficult to create a curriculum tailored for every student, especially with large classes.
- Constructivism curriculum does not take into account grades, which can conflict with district and state expectations.
- Adams, K., Bevevino, M., & Dengel, J. (1999) Constructivist Theory in the Classroom: Internalizing Concepts Through Inquiry Learning. The Clearing House, 5 pp 275-278.
- Airasian, P. & Walsh M.( 1997) Constuctivist Cautions. The Phi Delta Kappan. 78 (6) pp. 444-449.
- Cooperstein, S., & Kocevar-Weidinger, E. (2004). Beyond Active Learning: A Constructivist Approach To Learning. Reference Services Review, 32(2), 141-148.
- Constructivism in Education. (n.d.). Retrieved December 5, 2014, from https://www.questia.com/library/education/educational-psychology/learning-s...
- DeVries, R., & Zan, B. (1994). Moral classrooms, moral children: Creating a constructivist atmosphere in early education. New York: Teachers College Press.
- Emmer, E. & Gerwels, M (2002) Cooperative Learning in Elementary Classrooms: Teaching Practices and Lesson Characteristics. The Elementary School Journal. 103 (1) pp. 75-91.
- Ertmer, P., & Newby, T. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Performance Improvement Quarterly, 26(2), 43-71.
- Smilkstein, R. (2003). We're born to learn: Using the brain's natural learning process to create today's curriculum. Thousand Oaks, Calif.: Corwin Press.
- Stupiansky, S. (1997). Building understanding together: A constructivist approach to early childhood education. Albany, N.Y.: Delmar.
- Watters, J., & Diezmann, C. (1998). “This Is Nothing Like School”: Discourse and the Social Environment as Key Components in Learning Science. Early Child Development and Care, 140(1), 73-84.
