When we speak of a constructivist approach to learning, we mean that we are providing materials, experiences, encouragement and support to enable a child to build (construct) his/her own knowledge. When planning for and facilitating this type of learning as it relates to the cognitive domain, these are some of the things that RELC teachers keep in mind:

Set the stage. Provide materials that allow for experimentation and multiple solutions while allowing ample time for investigation. A lot can be learned by interacting with something as simple as different sized balls with varying properties.

Be an observer. Try to figure out how the child is processing the materials or experiences and what problems they may be trying to solve. If a child is dropping a Ping-Pong ball and a foam ball over and over perhaps s/he is trying to figure out why one bounces and the other doesn't.

Provide materials and ask questions or make comments to try to extend the experience. After observing the child interact with the two balls the teacher might ask, "Why do you think the Ping-Pong ball bounces higher than the foam ball?" If the child responds, "Because the foam ball is bigger." the teacher might provide the child with a bouncing ball the same size as the foam ball to test the theory.

Follow the child's lead. If the child is interested in immediate further investigation, provide the needed materials and social support. If the child wants to go on to another activity with his/her current understanding allow him/her to do so.

Work with the materials and verbalize your thought process. A child may develop new ideas or approaches by watching and listening. Children often learn as much by what doesn't work as what does so model attempts to solve problems rather than the solutions. For example, the teacher might say, " If the foam ball does not bounce because it is larger than the Ping-Pong ball, then this basketball should not bounce because it is larger than the foam ball." S/he may then bounce the basketball and say, "The basketball bounces. How can that be if it is the biggest?"

Reminders

• Remember, the child is constructing his/her knowledge. Be sure to make comments and ask questions only when the child appears to be stuck and in need of assistance.

• Respect the child's conclusions even if s/he has not solved the problem correctly from the teacher's perspective. End the exploration that day with an unresolved question that might invite further exploration another day. The teacher may reintroduce the materials, provide similar materials, or present the problem again to extend the child's thinking.

• By assisting the child in this way, the teacher is enabling the child to take ownership in his/her learning. The child learns how to learn and develops a confidence in his/her ability to learn. The "right answer" does not always come from an external source. The child can use his/her learning ability to discover the "right answer" and perhaps discover additional correct or useful answers that were previously unknown to him/her.

Our goals in helping children construct social knowledge are to grow toward self-regulation and the ability to make good social choices. To support children in this growth we focus on guidance rather than punishment. RELC teachers are aware that young children need to acquire specific skills to be socially successful. To promote this success teachers value children's ideas and provide a forum for children's exchange of ideas. When helping children construct social knowledge, teachers keep the following points in mind:

Help the child define and state wants, needs, and conflicts. The way in which issues are presented has a major impact on their resolution. Young children need to be helped to define wants, needs, and conflicts in terms of physical objects and concrete action until they have participated in the process enough to be able to speak for themselves. The teacher might script a child by saying, "It looks like you want the truck. Have you asked Tiffany if you may have the truck when she is finished playing with the it?" If there is a conflict the teacher might say, " You both want to play with the truck but there is only one truck. What can we do to solve the problem?"

Help the child begin to understand that problems have two points of view. This is a very difficult concept for young children, but the teacher needs to keep this focus as s/he facilitates discussion and problem solving between children. By focusing on the fact that both children want the truck and they both have reasons for thinking that they should be able to play with the truck the teacher is helping a child begin to see the other child's point of view.

Help the child see the whole problem including the causes and effects. Young children see conflicts in the moment, often not knowing what caused the conflict or how they may have contributed to the conflict. The teacher needs to help children look at the problem and figure out what actions led to the conflict and what may happen if they act on their ideas or feelings.

Help the child seek a positive solution. The teacher can help the child distinguish among win/win, win/lose, and lose/lose solutions to problems by asking questions, making comments and making suggestions that will help the child figure out the impact of a decision on all of the parties involved. When the children are having a hard time coming up with a winning solution the teacher may make suggestions for a solution based on things that have been successful in the past.

Help the child learn to negotiate. Young children will probably need help putting their positive solutions into practice. Even though children may have agreed to a solution they may not be happy with the solution when it is put into practice. The teacher may need to check with children to see if they continue to agree with one another and to help them understand that negotiation is a mutual process. The teacher can help the children reflect on this process by asking each of the children if they think the solution they thought of is a good one.

Help the child build a perception of being socially competent and a problem solver. Regardless of a child's developmental level s/he needs a sense of empowerment that s/he is capable of creating positive social relationships. To promote this self-image a child needs a lot of opportunities for his/her skills to evolve. While teachers must be available to support and encourage the child, the child needs to take ownership of and be invested in his/her social interactions.