Preschool Education Based on Sociocultural Theory: A Pathway Shift from Passive Reception to Active Construction

Abstract

In traditional childhood education models, children are often viewed as passive recipients of knowledge. Contemporary developmental psychology and educational research increasingly emphasize children's role as active meaning constructors. This paper employs Vygotsky's sociocultural theory as its core framework to systematically explore the theoretical foundations and practical pathways for transforming preschool education from a “transmission-reception” paradigm to a “participation-construction” paradigm. Research indicates that children's development occurs within social interactions and cultural contexts, with education's key role being to provide effective support within the “zone of proximal development.” This paper proposes and elaborates on four core educational pathways: interactive dialogue as a cognitive tool, scaffolding as developmental support, play as the dominant activity form, and the environment as the third teacher. Together, these pathways form an ecological educational system centered on children's active participation and social interaction, offering a systematic theoretical framework for reconstructing high-quality preschool education practices.