Piaget’s and Vygotsky’s approaches are considered constructive because both of them imply a scientific and psychological position that new knowledge should be acquired through the process of active construction. As long as people will inquire about the nature of the world, there will be constructivism because the approach is about making sense of the world by asking questions about it.
For instance, Piaget criticized the idea that learning was the passive assimilation of different kinds of knowledge. Rather, the theorist argued that learning was dynamic and was made of successive stages during which learners adapt to the world and construct knowledge by creating and verifying their approaches to the world. Piaget’s theory was later updated to explain how new information was shaped to fit existing knowledge.
Vygotsky criticized Piaget for the idea that learning can be separated from a social context since he developed the notion of social constructivism. He argued that every function of a child’s development was manifested on two levels: on the social and then on the individual—this principle related to most developmental components ranging from voluntary attention to actual relationships between people.
From a personal point of view, I also think that language and culture play significant roles in the cognitive development of children. Without the influence of outside factors, one cannot develop a personal perception of the world, communication, and understanding of reality.