Constructivism

H00369458
Amra Jasem
ncept development
In early childhood, children start engaging in essential skills
like( One-to-one correspondence, Counting, Classifying,
Measuring ). they begin to discover by using their hands and
while they are walking. During the pre-primary period, children
learn and begin to apply concepts basic to both mathematics
and science; they start to collect and organize the thing. Young
children develop they're physical, socially, and mentally, but
every child is different from other for some child take a long
time than the others take.
Sensorimotor period
birth to age 2
They use all their sensory abilities( touch, taste, sight,
hearing, smell, and muscular). They also use growing
motor abilities( to grasp, crawl, stand, and eventually
walk). they are explorers, and they need opportunities
to use their sensory and motor abilities to learn basic
skills and concepts. at the end of this period, children
have developed the concept of object permanence,
object recognition, and they can engage in
representational thought.
preoperational period
age 2 to 7
Children begin to develop concepts that are more like
those of adults. In the early part of this period, language
continues to undergo rapid growth. They start to use
concept terms such as small word. Children also use
typical behavior in their representational play. There is
also an important characteristic is a centration.
Preoperational children seem unable to hold the
original picture of its shape in mind.
concrete operations
age 7 to 11
A child’s thought processes are changing at his or her
own rate; they will be able to mentally manipulate
groups that are presented by number symbols with a
real understanding of what the mathematical
operations mean.
 operations
age 11 to adulthood
During this period, children can learn to use the
scientific method independently, and they can imagine
solutions before trying them out.
Vygotsky’s

*Development as if it came mainly from the child alone, from

the child’s maturation and spontaneous discoveries.

*Children as intellectual explorers making their discoveries and

constructing knowledge independently.

*Concerned about the tradition of pressuring children.