Abstract

According to Piaget, children learn best when they are actively engaged in the learning process and when they are challenged to construct their own understanding of the world. This theory formed the basis for the theoretical approach known as constructivism. Although constructivist ideas, such as Piaget’s are identifiable in current ideologies of national organizations for early childhood education, it is the field of neuroscience that has provided scientific legitimacy to constructivism. The No Child Left Behind Act of 2001 made clear that children must be proficient on state academic achievement standards by the 2013-2014 school year. In light of this, it is expedient that brain research provides teachers, school administrators, and policy makers with compelling and research supported arguments for the use of constructivist theory in the formation of effective learning environments.