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
increasing aware of the impact of the cognitive constructivist
theory of learning and the sociocultural theory of learning on
teacher practices in kindergarten class rooms .Thus, the main thrust
of this paper is 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.
