“What unifies constructivists across the board, is the notion that children are active builders of their own cognitive tools, as well as of their external realities. In other words, knowledge and the world are both construed and interpreted through action, and mediated through tool- and symbol use. Each gains existence and form through the construction of the other. In Piaget’s worlds:”intelligence organizes the world by organizing itself ” (Piaget, 1937, p. 311). What’s more, knowledge, to constructivists, is not a mere commodity to be transmitted—delivered at one end,encoded, retained, and re-applied at the other. Likewise, the world is not just sitting out there waiting to be uncovered, but gets progressively shaped and reshaped as people interact with it.
Most psychologists and educators of constructivist obedience indeed would agree that learning is less about acquiring information or transmitting existing ideas or values, than it is about individually and collectively imagining and creating a world in which it is worth living.” (Constructivism(s): Shared roots, crossed paths, multiple legacies – a brilliant overview of constructivism and constructionism by Edith Ackerman)
As we think about a world worth living, remind yourself that you are shaping the world as you interact with it. That includes young children! That is a huge responsibility and privilege!
Have you given thought to what you believe, how children build knowledge? Take some time to revisit educational philosophies. Are your beliefs in line with beliefs and values of the school or center where you work? Have some deep conversations with co workers. What do they believe?