Learning is a positive cognitive development process. Children should no longer be treated as "empty jars" of waiting to be filled, but rather as active explorers of language and thinking. As mentioned above, children have multiple abilities, all of which form the cornerstone of a new capacity building. Constructivism is described as follows: "Each of us must be able to achieve our learning goals by constantly understanding our surroundings and actively building our own world." Foster believes that focusing on children's problem-solving activities enables them to be active Participate and explore the meaning and answer of the language. For children who can actively participate in the learning process from a cognitive perspective, they need challenges and adventures. If given the task or activity is not necessarily challenging or adventurous, the child will never be independent, and sometimes even stagnation, loss of motivation to learn.
According to zpd theory of new knowledge input positioning
This coincided with Vygotsky's zpd theory and Bruna's "scaffolding" theory coincide, that is, adults or their peers at the appropriate level beyond the child's existing level of knowledge given by the support and guidance is the child Director and the core of development. But in many cases, whether adults or children learn languages, they are inculcated with simplistic language at the level of their existing language rather than with new languages in a broader language context. This principle is in fact linked to the importance of challenge and adventure. If the input of language is always maintained at the student's current language level, students will not be challenged and adventurous, leaving behind the necessary conditions for successful language learning. However, these challenges must also be properly supported by teachers or classmates. At the same time, the new knowledge that is proposed by the zpd theory must be within the area close to the level of children's development, that is, the "recent development zone." The importance of active participation in this learning process in second language learning is self-evident. "Task-centric teaching thought regards learning as a process of" learning from doing "- the development and formation of a student's linguistic system is primarily achieved by actual participation." The language should appear in its totality
For years, people have been teaching students little by little to separate the language into separate units - traditionally structural units or grammatical units. The students then spell these intermittent fragments together like a puzzle to understand the language. However, it is not such a process for children to learn their mother tongue. They are exposed in a vast language environment, absorbing and using the complete language, and gradually understanding their structure and grammar in a deeper subconscious. Lewis advocates that foreign language teaching should be based on "multiple lexemes or complete languages" to develop students' ability to successfully use the complete language (paragraphs). Kunshan Children's English should make students exposed to more complex language environment by embodying structured learning approaches. Students can adapt to this learning method regardless of their learning style, preferences, abilities, levels of general development and level of language development. In children's English teaching, teachers can use more stories, songs and skits so that children can access and learn the complete language in an understandable and meaningful language environment.
