A critical analysis of the cognitive constructivist and sociocultural theories as a frame for kindergarten education

Abstract

The concern for how young children learn has been an issue that has agitated the minds of theories and researchers for a very long time. However, currently early childhood educators are becoming increasingly aware of the impact of the cognitive constructivist theory of learning and the sociocultural theory of learning on teacher practices in kindergarten classrooms. Thus, the main thrust of the paper was to examine the affordances of the two theories of learning in terms of teaching and learning and assessment practices in early childhood classrooms. In addition, the contrarieties and connections which are inherent in both theories would be extensively discussed.