Promote activities that stimulate the interest of students, encouraging the use of creativity and the construction of hypotheses about knowledge. Differentiated games, games, and tasks are an excellent option.

The constructivist teaching teaches learning to learn, that is, through activities and teacher incentive, the student is primarily responsible for their learning.

Being attentive to the reactions of children is of great importance to the learning process. We know that each student has a different rhythm of learning, and everyone has different personalities and behavior.

Pay attention to the moments of spontaneity and observe how they feel. In this way, it will be easier to help each student individually.

In schools, it is common for the teacher to have a plan and follow all the activities, without consulting the students. In the constructivist process, the interests and choices of children are taken into account and are seen as positive aspects of learning.

As we said, one of the great pillars of how constructivism works in children's education is to make children subject to learning. Therefore, present materials, tasks, and games that can instigate them, but also listen to their feedback to know how to improve those activities.

Many times, young children may not know how to express their interests, so it is important to encourage them. Use the elements that are part of the universe of them to discover what arouses curiosity, how to use Frozen Elsa to find out if they want to know more about the types of weather, hair colors, how cold is, etc. With time they will get used to and take the initiative, giving suggestions and opinions spontaneously.

Therefore, offer options for projects and jobs for children. Allow students to decide on a topic or activity. With this autonomy, they will choose the topics and tasks that arouse their interest and participation in the activity will, naturally, be higher.

The school when it builds and applies this methodology begins to relate to the social characteristics of each child, it becomes an open school for the community, a democratic school. This school should not pretend to be the only place of learning. It should not be the place where the built knowledge is transmitted nor the place where the diplomas are distributed as if they were merchandise.

In addition, children stop seeing the school as an environment of rules and regulations dictated only by adults; Children soon understand the active role they have in the learning process. They learn because they had the opportunity because they were interested and wanted to learn, approaching and exploring the desired object of knowledge.

It is important that the proposed activities be pleasant for children and not dull. Interactive games, for example, are a good option, since they unite sociability and knowledge, making learning faster and more natural.