One important concept in constructivism is learning through experience, the idea that learners build knowledge by actively engaging with their environment and connecting new information to what they already know. As a teacher and a mother of six, I see this at work both in the classroom and at home. For example, when one of my children was learning how to cook rice, I could have simply explained the steps or asked them to memorize a recipe. Instead, I let them measure the rice, wash it, and set the right amount of water. The first attempt wasn’t perfect, but through trial and error, they understood not just the procedure but also why each step mattered. The same happens in my teaching—students learn best when they experience a lesson through hands-on activities, not just by listening to explanations.

What is insightful about this constructivist idea is that it treats learners as active participants rather than passive receivers of information. It values the process of discovery, reflection, and personal connection to learning. For me, this is powerful because it respects the individuality of each child. In a large family like mine, no two children learn in exactly the same way, and constructivism encourages me to embrace those differences rather than try to force everyone into one mold.

Still, constructivism has its limits. One common criticism is that it sometimes places too much emphasis on the individual mind and not enough on the social nature of learning. As a teacher, I have seen how much students gain from working with peers, exchanging ideas, and learning in community. If I rely only on individual discovery, I might overlook the richness that comes from group learning. Another limitation is that constructivist approaches can be time-consuming. For example, giving each child the space to experiment, fail, and try again takes more time than simply providing direct instruction. In a busy classroom with many students, or even at home with six children needing attention, it can be difficult to always allow for that full process of discovery.

Recent brain research also adds another layer to this discussion. Neuroscience has shown that the brain is highly plastic, meaning it can adapt and reorganize itself in response to new experiences. This supports the constructivist view that learning is active and shaped by experience. However, the research also emphasizes the importance of practice and repetition in strengthening neural pathways. This is a reminder that while exploration and discovery are essential, structure and reinforcement are equally important. In my teaching and parenting, I find it most effective to balance both—encouraging hands-on learning while also giving children the repeated practice they need to make skills automatic.

In the end, constructivism offers valuable insights into how learners make meaning from their experiences, but it becomes even more powerful when combined with social interaction and supported by what we now know from brain research. As both a teacher and a mother, I see learning not as an isolated process but as a dynamic balance of individual exploration, community interaction, and guided practice.