In most academic areas, the curriculum has become strict rules that must be respected. The constructivist approach sheds new light on a child's learning experience by emphasizing interactive, hands-on learning. Children often experience this type of learning before reaching primary school. For example, when a child encounters a puzzle, they are not only shown on a whiteboard how to complete the puzzle, but are guided by an instructor through a hands-on experience. The child learns techniques to then complete a puzzle on his own and will move on to more complicated puzzles over time. Education should not focus on everyday learning, but rather on lifelong learning and experiences. Adopting the constructivist approach in the classroom, particularly through the subjects of history and geography, is essential for children to reach their full learning potential. We must first examine the need for a constructivist approach in the classroom, to do this we look back to our days. in primary school and even in secondary school where textbooks like Bibles. We were told to take out our books, look at the board and now complete the exercise on page z. This classroom approach is repetitive, the teacher holds authoritarian power, and the learning is not interactive in any way. “In a traditional classroom, an invisible and imposing, sometimes impenetrable, barrier exists between student and teacher through power and practice. In a constructivist classroom, on the other hand, the teacher and student share responsibility and decision-making and demonstrate mutual respect. (Wineburg, 2001) This approach focuses on basic skills and strict adherence to the curriculum. Children are forced to learn through repetition......in the middle of a sheet......the experience is child centered. “Constructivist classrooms are structured so that learners are immersed in experiences in which they can engage in inquiry, action, imagination, invention, interaction, hypothesis, and personal reflection that provide meaning. » (Gray, A) The constructivist approach is one that more teachers need to adopt in their classrooms, it is incredibly beneficial. The approach will not only improve the child's learning, but also that of the teachers, their students. Works Cited National Council for Curriculum and Assessment (1999) The History Curriculum, Dublin - The Stationery Office. University of Saskatchewan, The Road to Knowledge is Still Under Construction - A Life History Journey to Constructivist Teaching. O' Sullivan, E. (2014) Constructivism in the history classroom. Unprecedented MIC conference-