Progressivism vs. Constructivism

Progressivism vs. ConstructivismMaking A Change in Education

and Gaining Knowledge Through

Experiences

Philosophy Survey ResultsProgressivism=32Essentialism=25Social Constructivism=25Perrenialism=24Existentialism=20

ProgressivismPhilosophers:

John Dewey on progressivismJean Piaget on constructivism

A reaction against traditional methods of direct and

whole-class instruction and traditional curriculum

Active Learning• Favored a more active, collaborative style of

learning providing experiences for students• Students learn by doing.

I hear, and I forget.I see, and I remember.I do, and I understand.

Developmentally Appropriate PracticesHighly influenced by developmentally

appropriatePractices.

NAEYC position statement highlights teaching methods

as to how children develop and learn• Child development and learning• Individually appropriate• Culturally appropriate

Dewey and Progressive educationReflective thinkingFounded on ethics and moralsAllows students to become socially and

politically engaged

Progressivism to Child DevelopmentEducation is preparation for life

Dewey and Religious SentimentsPrimary task in life is growing upDewey: reinterpreted religious sentiments

into nonreligious formsStated individuals never truly outgrow

childhoods and religious upbringing

Teacher Role in Progressive Education

• Teacher facilitator• Center-based play• Learning centers with age-appropriate

activities• Individual assessments via student

observation• Prepare students for life and adulthood

Student Role in Progressive EducationIndividual thinkerCritical thinkerDiscovery and exploration in learning centersBecome actively engaged in experiences

leading to preparation for adulthood

Anecdote of Progressive EducationAllow pre-k students

to discover and explore classroom learning centers

Special guests invited to speak with pre-k students on community careers, civic awareness

Constructive EducationIndividuals benefit from previous experiences

when resolving problemsCognitive developmentSimilarity to Montessori philosophy

Constructive educationIndividuals create (construct) new

understandings from information of their own beliefs and ideas

Scientific theory: Individuals explain same object based on their perspectives

Theory of Constructivism• Not a theory of teaching but a theory of

knowledge and learning• Teachers are intense learners along with

students

Teacher Role in Constructive Education• Provide active participation• Provide dialogue• Provide real-life situations for learning where

students can form own explanations and discoveries

• Guide students to learn and develop content to carry into adulthood

Student Role in Constructive EducationAutonomousInquisitive thinkerLearn from experiencesLearn through active participation

Anecdote of Constructive Education• Teacher, as facilitator, provides learning

centers for pre-k students to be actively involved in real-life activities

• Teacher invites special guests to visit class to expose students to real-life situations

Study started as Progressive vs. Constructive education

Reality: Learning theories very similar at the pre-k grade level

Teachers are facilitators and guidesDevelopmental freedomsAttention to the whole childCooperation between home and schoolProvide guidance for students to prepare for

life

ConclusionSimilarities of Progressive and Constructive

education- encourage critical thinkers- discovery and exploratory play-based environment- problem solving skills- learn through experiences- learning freedoms

ReferencesFallace, T. (2011). Tracing John Dewey's Influence on Progressive Education, 1903-1951: Toward a Received

Dewey. Teachers College Record, 113(3), 463-492.

NAEYC Position Statement on Licensing and Public Regulation of Early Childhood Programs. (1998). Young Children, 53(1), 43-50.

Noori, K. K. (1994). A Constructivist/Reflective Paradigm: A Model for the Early Childhood Program at Tuskegee University.

Ültanir, E. (2012). AN EPISTEMOLOGICAL GLANCE AT THE CONSTRUCTIVIST APPROACH: CONSTRUCTIVIST LEARNING IN DEWEY, PIAGET, AND MONTESSORI. International Journal Of Instruction, 5(2), 195-212.

Little, T. (2013). 21st Century Learning and Progressive Education: An Intersection. International Journal Of Progressive Education, 9(1), 84-96.

Jorgensen, C. (2013). Moral Problems as Issues-Centered Social Studies Education: Discovering Dewey as a Guiding Foundation. International Journal Of Progressive Education, 9(1), 41-58.

SCHECTER, B. (2011). 'Development as an Aim of Education': A Reconsideration of Dewey's Vision. Curriculum Inquiry, 41(2), 250-266. doi:10.1111/j.1467-873X.2011.00546.x

Stallones, J. (2006). STRUGGLE FOR THE SOUL OF JOHN DEWEY. American Educational History Journal, 33(1), 19-28.