Is Learning Only a Cognitive Process? Or Does It Occur in a Sociocultural Environment?: “Constructivism” in the Eyes of Preschool Teachers

Abstract

This study aims to identify the views of preschool teachers about learning within the framework of the cognitive and sociocultural constructivist approach and reveal the practical applications of constructivist learning in the 2006 Preschool Curriculum. Participants were ten preschool teachers working at three preschools in Bolu, Turkey and data were collected from focus group interviews with these teachers. According to the findings preschool teachers' views about children's learning through school activities were primarily in line with the sociocultural constructivist approach. The majority of teachers were found to believe constructivist learning could best be realized in preschool classes through open-ended activities.

Parental choice and perceived benefits of Reggio Emilia inspired programs

“…Rather, the interactive, child-centered, constructivist approach facilitates greater learning and developmental advances in young children because it supports the way children learn naturally (Christakis, 2016;Copple & Bredekamp, 2009;Nitecki & Chung, 2013). The problem is that despite credible research to support an interactive, constructivist-based curriculum model for preschoolers, policymakers continue to push for a more academic, sit-down, or "chalk and talk" based preschool approach in an effort to endorse standardized testing supporters (Barbarin et al, 2008;Bodrova & Leong, 2005;Brown, 2013;Kim & Darling, 2009;Öztürk, 2016;Swann, 2008).…”

“…However, past research has revealed that a constructivist-based learning model that fosters open-ended, play-based exploration is most beneficial for preschool-aged children. Yet policymakers continue to push for an academic, predetermined curricular, nonconstructivist approach (Mathis, 2011;Öztürk, 2016;Recchia & Bentley, 2013).…”

Beyond the Classroom Wall: Community Engagement Instruction

“…Constructivism underlines the importance of an individual's knowledge, beliefs, and skills in the experience of learning, and defines the construction of new learning as a combination of preparedness for learning, existing knowledge, and new information of real-world experience (Airasian & Walsh, 1997;D'Angelo, et al, 2009). Learning is a result of an activity and self-organization (Ozturk, 2016). Individuals construct knowledge and meaning from their own experiences.…”