Child centered and care based practices according to constructivist learning approach

Learning can be explained by the harmony between internal and external factors that affect the construction process of individuals. This study aimed to identify what “taking care of the child” means for teachers, parents and children. The descriptive study was conducted in 2015-2016 academic year and data were collected from a total of 150 individuals identified. Research data were analyzed by using content analysis. Research findings show that taking care of the child was associated by teachers and parents with providing information in order to have children acquire academic achievement; parents were perceived as meeting the requests and needs while children explain teacher interest and care with the concept of teaching and they explain parental care and interest as being shown that they are loved and having their requests and needs met. It can be claimed that research results point to a lack of constructivist learning environments in which these roles are supposed to be displayed in terms of taking care of children and learning-teaching process is still guided by behavioral learning approach