The prime motif behind learning interventions is that they stimulate and catalyze the pace of cognitive learning for children. The zone of proximal development, as explained by Lev Vygotsky , is the difference of capabilities of a learner when aided by external influence and on his own. However, there is another theory of learning intervention which says that the development of learning can be stimulated at an individual’s level when his experiences help him in understanding things (Ultanir 196). This essay proposes the utility of Constructivism which says that human beings are better learner of that information which they have developed on the basis of their personally developed cognitions from their environment.
Piaget’s theory of constructivism
Jean Peaget’s theory of constructivist learning breaks entire learning into three phases which are developing schematic information about how things work, assimilating various information based schemes to form concepts, and accommodating the existing concepts to develop strong conclusions (Ultanir 201).These different stages of learning process via constructionist aid in creating an intervention which can develop learning at an individual’s level and does not include the relevance of the zone of proximal development. Thus, the basis for effective learning in a constructivist intervention is solely dependent on providing an ideal learning environment which aids in constructing sound inferences in minds of learners on the basis of their experiences in same contexts. Hence, a intervention based on constructivist thought should develop a classroom environment which provides an array of those retentive activities which can challenge the cognitive ability of learners/students towards accepting the mutual differences, raising their inclination to learn newer things, and in discovering novel concepts which may construct the fragments of their own knowledge (Ultanir 202).
Works Cited
Ultanir, Emel. "An epistemological glance at the constructivist approach: constructivist learning in Dewey, Piaget and Montessor". International Journal of Instruction , 01 July. 2012. Web. 18 Feb. 2016.
