Constructivist Theory in Early Childhood Education: A Literature Review of Teacher Strategies and Active Learning

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DOI:

https://doi.org/10.31000/ceria.v15i2.16410

Keywords:

Constructivism, Early Childhood Education, Teacher Strategies, Active Learning, Literature Review

Abstract

Constructivist theory remains an important foundation in early childhood education as it positions children as active learners who construct knowledge through learning experiences. This study aims to analyze the implementation of constructivist theory in early childhood education by examining teacher strategies and active learning practices. A qualitative literature review approach was employed. Data were collected from Scopus, Google Scholar, and Garuda databases. A total of 15 articles met the inclusion criteria, consisting of 5 Scopus-indexed international articles and 10 national articles indexed at least in SINTA 3, published between 2022 and 2024. The findings indicate that constructivist learning is implemented through play-based learning, problem-based learning, project-based learning, game-based learning, center-based learning, and the STEAM approach. Teachers act as facilitators who support children's exploration, social interaction, and meaningful learning experiences. Constructivist learning contributes to the development of creativity, critical thinking, problem-solving skills, social skills, and character. This review confirms the relevance of constructivism in early childhood education and proposes a conceptual synthesis linking teacher facilitation, active learning, knowledge construction, and child development.

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Published

2026-07-31

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Vol. 15 No. 2 (2026): Ceria Jurnal Pendidikan Anak Usia Dini

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Articles

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