Constructivism and social constructivism - Essay Example

The role of constructivism and social constructivism an either primary or early years education al affiliation The role of constructivism and social constructivism an either primary or early years education Constructivism In the educational setting, constructivism refers to the kind of learning that is active and constructive. The constructivism theory was proposed by Dewey, Vygotsky, Piaget, amongst others, who advocated that learning is practical, and that the learners must actively be involved in the construction of information that ultimately, leads to learning. From the perceptions of the kind of reality in the learning environment, learners are able to manipulate that to grasp concepts in the learning environment. By linking prior knowledge to the one created in the learning environment, learners are able to create new information from active learning. According to Adams (2006), constructivism is the form of learning that is programmed, and that learners create knowledge as compared to acquiring the same. Fosnot (2005) continues to argue that, through personal experiences, learners are able to develop varying interpretations of the kind of experiences that they have been through in the learning environment. This kind of learning that relates to constructivism is of the view that learners are not mere empty slates, but they learn based on the kind of knowledge that they grasped previously. In this case, the educators are able to construct knowledge based on what their learners already know. Despite the kind of methodology that the educators apply in the learning environment, Lytras, Ordonez De Pablos & Avison (2010) indicate that all attempts to educate learners must create new forms of knowledge. Based on theoretical approaches that work on the basics resultant from studies and observations, constructivists believe novel concepts of knowledge are acquired (Philips, 2000). Through constant encounters with new channels of knowledge, learners are able to not only alter what they know, but also modify what they have also learnt in the previous classroom settings. In relation to this aspect, the educators must ensure that they ask learners questions on what they had previously be taught, so as to refresh their memories and assess the levels of understanding for these learners. Through weighing this kind of information, the educators are able to understand what areas to improve on the learners. Application in the early childhood learning In the case of early years education, constructivism can be applied when the educators attempt to make sure that the learners answer questions relating to their environment, based on the practical lessons that they had gone through in the course of the week or the previous lessons. Exposure to the real world is vital in the early childhood education since the learners have to have a one on one touch with reality. Subjection to theoretical exams based on the practical given in the learning environment. Through this, the learners are able to relate concepts taught in the past, apply them in the present, and preserve the new information for the future (Fosnot, 2005). This is an elucidation of the fact that learning is a step by step process of building up information, based on reflection of the past experiences. Strengths and limitations of constructivism Fosnot (2005) indicates that the constructivism theory has been successful in allowing learners have a clear understanding of concepts taught in the classroom. This has been successful as the educators have managed to apply tools of questioning to learning environment. Constructivist learners have been termed as reliable and proficient, since they have been given the chance to explore their potentials and apply the skills taught in the classroom for future tasks related to the same. The theory also gives the learners an opportunity to gain a lot of complexities that are tied along with the process of learning (Fosnot, 2005). This allows them integrate new forms of information, by a reflective process. The educators, in this context, have an easier time introducing new concepts to the learners as compared to learners who have no background in their studies. The role of the educators in boosting the motivation of the learners is made successful through this theory. However, the constructivism theory is one that is only useful for learners who are endowed with resources to carry out as many practical as possible. The teachers must also be very prepared to take the learners through the learning process, since ‘constructivism learning’ is a continuous one. Additionally, proof indicates that a lot of educators have not managed to develop consistency in the course of teaching and learning; thus, the method is completely unaccountable if no follow up is done. Since the process of learning is life long, it is a bit intricate attempting to come up with a mechanism of weighing continuous learning. Social constructivism The theory of social constructivism, as opposed to constructivism holds the foundation that students can be trained on how to develop understanding whilst in groups. In this case, students are categorized into small sections, in which they are expected to build up knowledge on their own. Whilst in the groups, they converse on diverse topics that have been allocated to them, and then devise solutions and suggestions to the topics under question. In relation to the research conducted by Young (2008), ‘social constructivist learners’ are relentlessly on discussions that smooth the progress of learning. Application in the early childhood learning This method can be applied in the learning environment of the children in their early years. The instructors may take advantage of the capacities of various learners and assemble them for the purposes of discussions. A case in point is when the instructors allow the learners draw images of the insects that learners have stumbled upon in the course of study. The learners are able to share ideas and come up with answers to the preset. The weak and slow learners are able to grab concepts in various ways through their fellow learners, whilst the fast learners enduringly stamp what they already know by teaching their fellow learners. Strengths and limitations of social constructivism Group work also revolves around discussions that have seen the educators and learners develop communication channels that have seen both parties implement their goals. Through the discussion groups the educators are better placed to correct their learners. Through this process, it is easy for transfer of learning to be achievable for both parties. Realization of the concepts taught and learnt in the learning setting is effected if only the learners emerge victorious in the tests and presentations. Classroom discussions have also been accredited for their capability to allow learners to work together and apply the concepts taught in the classroom environment. Through the discussions, learners also gain self-confidence that would have otherwise not thrived in the case of large scale learning. Discussion groups, therefore, boost the confidence of the learners, as well give them a chance to deeply comprehend the concepts taught in the learning environment. The motivation levels of the learners are also boosted by the discussion groups. This comes from the fact that the learners develop the ability to collaborative with their peers and learn from them. It is evident that the kind of learning relationship between educators and learners is not the same as that of learners versus learners. The social constructivist approach allows for discussion to be possible whilst learning (Kosnik & Beck, 2006). The learners are also able to reason well based on the ideas of their fellow peers then come up with a tangible solution regarding the entire tests presented to them. The whole situations works best in the learners of the tender age, since they learn the aspect of responsibility at a tender age. One of the major limitations of social constructivism relates to the fact that the learners tend to rely on one strong member of the group to make presentations; thus, the entire learning revolves around a section of learners. The case gets worse especially when the kind of learning purely revolves around group work, not focusing on the individual line of weaknesses. This means that the educators will impart education on sections of learners not the entire group. The social constructivism theory also fails, since educators have failed in their role of monitoring the progress of the learners in the group work (Saracho, 2006). In fact a lot of educators, despite the age of the learners in this context being too young, have not failed to assess all the members of the group as individuals. Most of them work with the group leaders who are predetermined to be the face of the group. With this, it is justified to argue that the educators work on the notion that, if the group leaders present a good job, then the entire group is on track with the concepts being taught. This is automatically fallacial, since at most times the group leaders have been indicated to dominate the groups, especially if the other members are too weak to speak out for themselves. Conclusively, the social constructivism theory can in itself be regarded as not fulfilling in imparting knowledge on the learners as depicted by Zuccaro &Walden University Education (2008) given that the weaknesses seem to hold much weight than the advantages. References Adams, P., 2006. Exploring social constructivism: theories and practicalities Education 3-13: International Journal of Primary, Elementary and Early Years Education, 2006; Volume 34, Issue 3. Fosnot, C., 2005. Constructivism: Theory, Perspectives, and Practice. New York: Teachers College Press. Kosnik, M. & Beck, C., 2006. Innovations in Teacher Education: A Social Constructivist Approach. New York: SUNY Press. Lytras, M., Ordonez De Pablos, P., & Avison, D., 2010. Technology Enhanced Learning: Quality of Teaching and Educational Reform: 1st International Conference, Tech-Education 2010, Athens, Greece, May 19-21, 2010. Proceedings. London: Springer. Philips, D., 2000. Constructivism in education: opinions and second opinions on controversial issues, Part 1 Constructivism in education: opinions and second opinions on controversial issues. Chicago: National Society for the Study of Education. Saracho, O., 2006. Handbook of Research on the Education of Young Children. London: Routledge. Young, M., 2008. Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. London: Routledge. Zuccaro, C., &Walden University Education., 2008. A Social Constructivist Analysis of Tinian Island and Six Young Members of the Community. New York: ProQuest. Read More