Constructivism and Vygotsky

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Constructivism and Vygotsky's Theories
Traci Cross-Lewis
ECE101: Introduction to Early Childhood Education
Professor Nancy Hooper
September 13, 2011

I. Constructivism and Vygotsky’s Theories

A. Thesis Statement

There are several theories and theorist that one can chose to correlates with ones own personal style regarding Early Childhood Educational learning and teaching styles and ways to go about applying them.

II. Body paragraph #1 - Topic Sentence #1

Constructivism and Vygotsky’s shared theories in the education world are commonly known as, “Vygotsky's theories stress the fundamental role of social interaction in the development of cognition (Vygotsky, 1978; Wertsch, 1985), as he believed strongly that community plays a central role in the process of "making meaning." (Vygotsky, 1978; Wertsch, 1985)

A. Supporting Evidence

The text states, “Constructivism is defined in terms of the individual’s organizing, structuring and restructuring of experience—an ongoing lifelong process—in accordance with existing schemes of thought. In turn, these very schemes become modified and enriched in the course of interaction with the physical and social world.” (Morrison, 2009, p. 114)

B. Explanation

This is the explanation of the key factor of how importance of how key it is that the society is in playing its role in the educational field of the young lives of children of today’s world. They can help by providing organization, instruction, tools, supplies, and experience, and stories. This also helps give the classrooms meaning. The theory of constructivism and Vygotsky’s theories are tied together nicely to conform into a great educational program that fits nicely into the educational program especially for those that are in the age ranges of three to five years of age.

C. So What?

After reading the many of the basic factors that come along with the learning process of constructivism the one that stuck out the most to me was the one that related to having children’s personal experiences with people, places, and things help provide a framework for the construction of knowledge play a key factor in what they learn is a great process in their learning process. Giving the children something that they can relate to a personal experience with a learning experience can usually help make the learning experience an easier more understandable task.

III. Body paragraph #2 - Topic Sentence #2

The constructivist classroom is a classroom that is both one that is physically and mentally busy; this is great for both body and spirit. I find that if the children are able to keep themselves physically happy them they are mentally happy as well.

A. Supporting Evidence

According to an article by Eloise Elliott, Ph.D and Steve Sanders, Ph.D that states, “Regular physical activity helps children build and maintain healthy bones, muscles, and joints; builds lean muscle and reduce fat; prevents or delays the development of high blood pressure; reduces feelings of depression and anxiety; and may, through its effect on mental health, increase students' capacity for learning. With these facts in mind, it is imperative that we, as teachers, help reduce the amount of physical inactivity, by increasing the amount of physical activity opportunities that children have during the school day. Being physically active not only provides important health benefits, but also provides children opportunities to learn through movement.”(Elliot, Sanders, 2002)

B. Explanation

When the body and mind are both happy in children then it will make for a happy learning experience. This will create a great learning environment for the children. This would be the kind of environment that would be a healthy enriched environment that many parents/guardians would like to have their young children have as an educational resource.

C. So What?

If you take the time to develop a...
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