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  1. Why school is considered as a stressful environment



    School is considered to be a stressful environment where children are always under pressure. As we discussed, Kamii’s Constructivism attempts to make this setting far more enjoyable and learning friendly than stressful. First, explain Kamii’s Constructivism and elaborate how it differs from Piaget’s theory. Second, Come up with a (1) scenario, not mentioned in the book, that utilizes Kimmi’s theory. For example, teaching fractions by sharing a pizza pie. Lastly, take a position on Kamii’s constructivism and discuss if this is ideal for all children or are there limitations to the approach of formulating a classroom that is set-up in this manner.



Subject Psychology Pages 4 Style APA


Developmental Psychology

Kamii’s constructivism theory is based on the precept that children should be exposed to learning in a natural setting to nurture their cognitive power. Children who learn through actual situations, phenomena, and experiments develop critical thinking skills that can help them inquire about why things occur in their state and develop an analogy towards in-depth understanding. The constructivism theory gives challenging concepts to children and is left to figure out the results on their own (Crain, 2014). However long it may take, children will develop methods to arrive at a solution, which could be right or wrong out of their initiative. This fulfils the major goal of Kamii’s constructivist ideology to ensure that as learners acquire knowledge from classroom instructions, they also derive meaning (Crain, 2014).

Differences from Piagetian’s Theory

Kamii’s constructivism theory commences with acknowledging the Piagetian premise that by constructing their knowledge, only then can children experience cognitive growth. This implies that for children to nurture mental growth, they must be exposed to situations that require them to understand things without help (Crain, 2014). However, Kamii develops this Piagetian ideology to establish that the commonly administered tests and worksheets not only hinder the children’s evaluation of situations and concepts but also make them worry about being wrong. Consequently, the children cannot fully explore the issues and gather individual in-depth understanding, instead of relying on recalling what has been taught. Kamii therefore, opines that teachers should offer meaningful and interesting experiences that are intriguing to children to the extent that they take personal initiatives to explore them (Crain, 2014). Once the teachers design appropriate activities, they can ask guiding questions that will stimulate the learners to think more about the subject. Therefore, the difference is that under Kamii’s constructivism theory, even the wrong answers from students should be respected because it gives the child confidence and autonomy to explore more and improve their cognitive ability.

According to Crain (2014), Kamii’s constructivist theory also utilizes methods that learners can make sense of in learning. Instead of using the conventional algorithm methods approved by Piaget’s theory, that only implant meaningless theoretical view on the subject matter students should be allowed to develop unique methods to learn concepts. Instead of giving children learners answers to the concepts such as the law of gravity, the teacher should leave the children to explore with experiments, indulge their imaginations, and give their opinions on why light and heavy objects fall to the ground at the same time. This will enable them to develop the capacity to come up with original techniques to handle difficult problems both in the classroom setting and other aspects of life. This aspect makes Kamii’s approach useful for all areas of a child’s life which include their adherence to discipline (Crain, 2014).

Case Example

A scenario not illustrated in the book depicting a constructivist classroom is where the teacher colorfully illustrated learners’ dictionaries. Children designed serial postcards, storing imaginary holiday adventures and visual responses to poetry, and posted the decorations made across the classroom to show Pat’s classroom. Within the classroom, a group of learners’ works was articulately displayed in the entire learning environment. On the same note, learners were tasked with posting all these learning materials on the bulletin board space and explaining to their colleagues how such learning materials can help them solve their daily problems. Essentially, the above scenario depicts a constructivist classroom because the learning environment is organized so that children are immersed in experience within which they can participate in the action, meaning-making, invention, imagination, interaction, personal reflection, and hypothesizing (Crain, 2014).


Crain, W. (2014). Theories of development: Concepts and applications: Concepts and applications. Psychology Press.

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