"Constructivism
is the philosophical and scientific position that knowledge arises through a
process of active construction."
(Mascolol
& Fischer, 2005)
What is social constructivism?
Social
constructivism is a theory/concept
developed by a Russian psychologist Lev Vygotsky, which focuses on the importance of collaborative learning, meaning
learning in a social context.
Vygotsky believed that all cognitive functions of every human being are
developed through social interactions.
According to Vygotsky,
“Every
function in the child’s cultural development appears twice: first, on the
social level and, later on, on the individual level; first, between people (interpsychological)
and then inside the child (intrapsychological).
This applies equally to voluntary attention, to logical memory, and to the
formation of concepts. All the higher functions originate as actual
relationships between individuals” (GSI Teaching Resource Centre, 2011).
Vygotsky
also put much emphasis on language and culture that affects a child’s cognitive
development. Because language is considered a social phenomenon, Vygotsky
concludes that children’s cognitive structures are socially co-constructed.
Some
other theorists that support the theory of social constructivism are John Dewey
and Jerome Bruner.
Dewey
believed that “students should be
provided with opportunities to think for themselves and articulate their own
thoughts”, because real knowledge is to be grounded in real experience
(University College Dublin, 2013).
Bruner, on the other hand,
emphasized “the role of the teacher, language, and instruction” (UCD, 2013). He
believed that learners used different ways of problem solving, therefore social
interactions “lay the root of good learning” (UCD, 2013).
What is middle
childhood?
Middle childhood is
an area of childhood that is present throughout the school-age years.
During this
time, children are now showing more independence from their parents and family,
they are beginning to understand more about their place in the world and
thinking about the future, they start paying closer attention to friendships and teamwork, as well they
develop the want to be liked and accepted by their friends and peers (Centres
for Disease Control and Prevention, 2012).
Now that the child is in a school
environment, they have a more open contact with the world, therefore being more
socially involved in everything they do.
This is
where Lev Vygotsky’s
concept of social constructivism comes into the picture. Children in middle
childhood are dependent on their educators and society as a whole to promote
their cognitive development through meaningful and healthy social interactions.
What
a social constructivist school-age program looks
like and feels for all involved?
A program than encourages social
constructivism is often filled with many social interactions between educators
and children. Students are constantly invited to explore the environment which
is bountiful with resources. And most importantly, quality communication is at
the key of all interactions happening in the classroom.
The videos below are just some
examples of what a quality, social constructivism focused classroom can be
like…
•Bruner – Constructivism in Education
•Joyful Learning: The Reggio Inspired
Approach to Education
Connections
from life and educational experience…
In my
previous experiences working with school-age children, I have seen the
different ways educators promote social interactions in the school age
environment. I have noticed that the more time children were given to interact
with one another, the more learning they were able to develop through their
social interactions.
For example,
in the after-school program that I was working, the school-age children were
most interested and involved in an activity I would implement, if the activity
required team work and social interaction.
Through group
learning opportunities such as playing a geography board game, or baking
cupcakes, each child was much more involved.
This shows
the significant importance of social constructivist in middle childhood! :)
REFERENCES
Bruner
– Constructivism in Education https://www.youtube.com/watch?v=ZXUJMNtZh_s
Centers
for Disease Control and Prevention. (2012). Child
development: Middle childhood. Retrieved
October 29, 2013, from http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_So cial_Constructivism
Joyful
Learning: The Reggio Inspired Approach to Education https://www.youtube.com/watch?v=kPmuYVn6AOg
University
College of Dublin. (2013). Education
theory: Constructivism and social constructivism.
Retrieved October 29, 2013, from http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_So cial_Constructivism
University
of California Berkeley. (2011). Learning:
Theory and research: Social constructivism.
Retrieved
October 27, 2013, from http://gsi.berkeley.edu/teachingguide/theories/social.html
What is social constructivism?
Social
constructivism is a theory/concept
developed by a Russian psychologist Lev Vygotsky, which focuses on the importance of collaborative learning, meaning
learning in a social context.
Vygotsky believed that all cognitive functions of every human being are
developed through social interactions.
According to Vygotsky,
“Every
function in the child’s cultural development appears twice: first, on the
social level and, later on, on the individual level; first, between people (interpsychological)
and then inside the child (intrapsychological).
This applies equally to voluntary attention, to logical memory, and to the
formation of concepts. All the higher functions originate as actual
relationships between individuals” (GSI Teaching Resource Centre, 2011).
Vygotsky
also put much emphasis on language and culture that affects a child’s cognitive
development. Because language is considered a social phenomenon, Vygotsky
concludes that children’s cognitive structures are socially co-constructed.
Some
other theorists that support the theory of social constructivism are John Dewey
and Jerome Bruner.
Dewey
believed that “students should be
provided with opportunities to think for themselves and articulate their own
thoughts”, because real knowledge is to be grounded in real experience
(University College Dublin, 2013).
Bruner, on the other hand,
emphasized “the role of the teacher, language, and instruction” (UCD, 2013). He
believed that learners used different ways of problem solving, therefore social
interactions “lay the root of good learning” (UCD, 2013).
What is middle
childhood?
Middle childhood is
an area of childhood that is present throughout the school-age years.
During this
time, children are now showing more independence from their parents and family,
they are beginning to understand more about their place in the world and
thinking about the future, they start paying closer attention to friendships and teamwork, as well they
develop the want to be liked and accepted by their friends and peers (Centres
for Disease Control and Prevention, 2012).
Now that the child is in a school
environment, they have a more open contact with the world, therefore being more
socially involved in everything they do.
This is
where Lev Vygotsky’s
concept of social constructivism comes into the picture. Children in middle
childhood are dependent on their educators and society as a whole to promote
their cognitive development through meaningful and healthy social interactions.
What
a social constructivist school-age program looks
like and feels for all involved?
A program than encourages social
constructivism is often filled with many social interactions between educators
and children. Students are constantly invited to explore the environment which
is bountiful with resources. And most importantly, quality communication is at
the key of all interactions happening in the classroom.
The videos below are just some
examples of what a quality, social constructivism focused classroom can be
like…
•Bruner – Constructivism in Education
•Joyful Learning: The Reggio Inspired
Approach to Education
Connections
from life and educational experience…
In my
previous experiences working with school-age children, I have seen the
different ways educators promote social interactions in the school age
environment. I have noticed that the more time children were given to interact
with one another, the more learning they were able to develop through their
social interactions.
For example,
in the after-school program that I was working, the school-age children were
most interested and involved in an activity I would implement, if the activity
required team work and social interaction.
Through group
learning opportunities such as playing a geography board game, or baking
cupcakes, each child was much more involved.
This shows
the significant importance of social constructivist in middle childhood! :)
REFERENCES
Bruner
– Constructivism in Education https://www.youtube.com/watch?v=ZXUJMNtZh_s
Centers
for Disease Control and Prevention. (2012). Child
development: Middle childhood. Retrieved
October 29, 2013, from http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_So cial_Constructivism
Joyful
Learning: The Reggio Inspired Approach to Education https://www.youtube.com/watch?v=kPmuYVn6AOg
University
College of Dublin. (2013). Education
theory: Constructivism and social constructivism.
Retrieved October 29, 2013, from http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_So cial_Constructivism
University
of California Berkeley. (2011). Learning:
Theory and research: Social constructivism.
Retrieved
October 27, 2013, from http://gsi.berkeley.edu/teachingguide/theories/social.html
