Objectivist versus Constructivist

My orientation as a preschool teacher is based on the Montessori pedagogy and Early Years Foundation Stage (EYFS). Both curricula favor the constructivist theory of learning. Having this background, I tend to tilt more towards constructivist than objectivist in my class. With “follow the child” as a motto, I am left with no choice but to make my classroom more child paced than teacher paced. I see myself more as a guide, observer, guardian and keeper of the class than an instructor. A typical day in my Montessori classroom goes like this- children come into a prepared classroom and they choose what they want to learn. If it is an area of learning that they have been shown, I allow them work independently while observing and taking note from a distance. My objective is to determine where the child needs help or an extension to a more challenging activity. If a child chooses a task that he has not been shown, I sit with the child and introduce the lesson to him. Except for circle time activities our lessons are individualized.  My EYFS class starts with one hour outdoor learning, where children get to choose what they want to do. A teacher can be found at each learning area to guide and support the children’s choices. Our class learning is theme based and we do a lot of collaborative learning. The children are further broken into different groups with diverse theme based activities. The next day’s activity is often influenced by a question raised by a child, or something that thrilled the children most.  

I know I will need to learn to strike a balance between objectivist and constructivist approach as I move to high school teaching next year but I enjoy the latter more.