Constructivism & Learning

Young children-how they experience the world, interact with each other, pose questions, and construct knowledge-form the basis for this insightful examination of early childhood science education.
CONSTRUCTISIM & lEARNING

Learning consists of individuals' constructed meanings and then indicate how they influence children's education.

Learning is an active process in which the learner uses sensory input and constructs meaning out of it. The more traditional formulation of this idea involves the terminology of the active learner stressing that the learner needs to do something; that learning is not the passive acceptance of knowledge which exists "out there" but that learning involves the learner s engaging with the world.

Learning consists both of constructing meaning and constructing systems of meaning. For example, if we learn the chronology of dates of a series of historical events, we are simultaneously learning the meaning of a chronology. Each meaning we construct makes us better able to give meaning to other sensations which can fit a similar pattern.

The crucial action of constructing meaning is mental: it happens in the mind. Physical actions, hands-on experience may be necessary for learning, especially for children, but it is not sufficient; we need to provide activities which engage the mind as well as the hands.

Learning involves language: the language we use influences learning. On the empirical level. researchers have noted that people talk to themselves as they learn.

Learning is a social activity: our learning is intimately associated with our connection with other human beings, our teachers, our peers, our family as well as casual acquaintances, including the people before us or next to us at the exhibit. We are more likely to be successful in our efforts to educate if we recognize this principle rather than try to avoid it.

Motivation is a key component in learning. Not only is it the case that motivation helps learning, it is essential for learning. This ideas of motivation as described here is broadly conceived to include an understanding of ways in which the knowledge can be used.