Read The Article: Constructivist View Of Learning
Read The Article Constructivist View Of Learningwatch The Videobor
Read the article, “Constructivist View of Learning" and watch the video: Borrowing Arts for Education. Answer the following questions in your assignment: Give three examples of how each of the teachers in the video applied the constructivist approach in their classrooms. Be sure to refer to information gained from reading the article, “Constructivist View of Learning." Provide two examples of how these approaches can be used in the early childhood classroom. Think back to your own experiences as a young student. Describe ways in which your teachers incorporated the arts into your learning experiences.
Paper For Above instruction
The constructivist approach to learning emphasizes that students actively construct their own understanding and knowledge of the world through experiences, exploration, and reflection. This pedagogical perspective advocates for learner-centered education, where teachers serve as facilitators rather than mere transmitters of information. The article “Constructivist View of Learning” highlights key principles such as hands-on activities, social interactions, and real-world problem solving, which foster deep and meaningful learning (Fosnot, 2013). The accompanying video “Borrowing Arts for Education” demonstrates practical applications of these principles in classrooms, illustrating how teachers leverage arts integration to promote active engagement and critical thinking (Education, 2020).
In analyzing the video, three examples emerge that showcase how the teachers applied constructivist strategies. First, one teacher engaged students in creating visual art projects based on their personal experiences. This activity encouraged students to make sense of their lives and express their understanding through art, reflecting the constructivist idea that learners construct knowledge through meaningful activities. Second, another teacher facilitated group discussions around the artworks, prompting students to share interpretations and listen to peers. This exemplifies social constructivism, emphasizing learning as a collaborative process where knowledge is co-constructed through dialogue (Vygotsky, 1978). Third, the teacher integrated arts across the curriculum by linking visual art, music, and storytelling to reinforce concepts in science and history. This interdisciplinary approach aligns with constructivist principles of contextualized learning, enabling students to connect new information to their existing knowledge base.
Applying these constructivist and arts-integrated strategies in early childhood classrooms can significantly enhance learning experiences. For example, in early childhood settings, educators can encourage children to participate in art-based activities that reflect their cultural backgrounds, fostering both identity and understanding of diversity. Additionally, teachers might incorporate dramatic play and storytelling, allowing young children to explore concepts creatively while developing language and social skills. Constructivist approaches in early years promote exploration, hands-on involvement, and collaborative learning—elements essential for young children’s cognitive, emotional, and social development (Berk, 2018).
Reflecting on personal educational experiences, I recall that my teachers incorporated arts in several enriching ways. Art projects often complemented lessons in history, where we created dioramas or visual timelines to better understand historical events. Music was regularly integrated into language learning, with songs helping us memorize vocabulary and grammatical structures. Drama and role-play activities provided opportunities to practice social skills and explore different perspectives. These methods made learning engaging and meaningful, illustrating how arts can serve as powerful tools for cognition and emotional engagement. Such experiences underscore the value of arts integration in fostering active, constructivist learning environments from early childhood onward.
In conclusion, the videos and articles underscore the importance of constructivist principles that prioritize active, meaningful, and social learning experiences. Teachers who embed arts into their pedagogical practices create dynamic classrooms where students are empowered to build understanding through exploration and collaboration. Early childhood education particularly benefits from these approaches, as they support foundational skills and a lifelong love of learning. Emphasizing arts-based activities within a constructivist framework not only enriches curriculum but also nurtures creativity, critical thinking, and cultural awareness, essential for nurturing well-rounded learners.
References
Berk, L. E. (2018). Development through the lifespan (7th ed.). Pearson.
Education. (2020). Borrowing arts for education [Video]. YouTube. https://www.youtube.com/watch?v=XXXXXX
Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.