Behaviorist And Constructivist Theories In Early Childhood Education

The behaviorist and constructivist theories pose a significant debate in early childhood education that questions if curriculum should be based on the children’s natural childlike dispositions or should adults determine and decide every aspect of curriculum. The distinction between the two theories determine what and how young children learn. The behaviorist theory believes that people of all ages learn the same and that behavior is controlled by outside influences and rewards. Whereas, the constructivist theory believes young children develop cognitive structure based on interactions with other people and the environment. Most early childhood programs follow the constructivist theory and are child-centered. According to Freeney, Galper, and

Seefeldt (2009) “curriculum that grows from constructivist theory is called child-centered, developmentally appropriate, or informal” (p. 226). The constructivist theory also focuses on developing the whole child.
The constructivist theory aligns with my personal philosophy of education as I believe children develop best through meaningful interactions with others, and I strongly believe that young children’s environments have a tremendous impact on their overall development. In my opinion, young children experience optimal learning through informal, play-based, and child-centered learning experiences. Learning should take place according to children’s readiness levels, needs, interest, and at their own pace. Although both, behaviorist and constructivist theories contribute valuable contributions to young children’s growth and development, the constructivist theory supports my beliefs of providing high-quality early childhood education and care.