表明学习主要是一个认知任务，学习是通过儿童与特定环境的相互作用发生的。这是皮亚杰主要认为的理论方法。他理论，儿童的认知结构，从而通过这种相互作用发生了变化，他们的“适应”和“吸收”他们的经验。皮亚杰理论的一个显著特点是认知能力的发展阶段，最终在“正式行动”阶段，在12年。正是在这一点上，抽象思维成为可能。波拉德（1997），表明在学校环境中的建构主义理论对教育工作者的责任是谈判方面的工作和活动，与孩子，然后评价学习后的孩子经历了活动的意义。以我的经验，这种方法是使用在EYFS非常多，而且本身适合这个环境。孩子们可以自由地尝试，通过玩，根据自己的长处和兴趣，使用激励有利的环境中创建的工作人员。在我的基地学校有是一个非常好的设计和使用的户外游戏区为EYFS，提供乐趣和挑战。在某种程度上，建构主义学习理论，以这种方式非常关注个人的学习方面，“铸造学习者在一个非常活跃和独立的角色”
英国兰开夏论文代写:学习认知任务
Suggesting that learning is principally a cognitive task, and that learning takes place through the interaction of the child with a particular environment is constructivism. This is the theoretical approach chiefly supposed by Piaget. He theorises that a child's cognitive structures are thereby changed by this interaction, as they "accommodate" and "assimilate" their experience. A distinguishing feature of Piaget's theory is the development of cognitive ability through stages, culminating in the "formal operations" stage at 12 years onwards. It is at this point that abstract thought becomes possible. Pollard (1997), suggests that the educators responsibility in a school environment influenced by constructivist theory is to negotiate an area of work, and an activity with the child, and then to evaluate learning after the child has experienced and made sense of the activity. In my experience this method is one which is very much in use in the EYFS, and which lends itself suitably to this environment. The children are free to experiment, learning through play in accordance with their own strengths and interests using the stimulating enabling environments created by staff. At my base school for instance there is an extremely well designed and utilised outdoor play area for the EYFS, providing fun and challenge. In some ways the constructivist theory of learning, in this way very much addresses the personal aspects of learning, "casting the learner in a very active and independent role"
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