4.1. Methodological perspective

Constructivism and socio-cultural theory as a background for teaching strategies in both of the studies also had an influential role in the whole research process. The socio-cultural constructivist perspective relative to learning enables a theoretical background that draws on both constructivism and interpretivism. Constructivism and interpretivism aim to understand the meanings constructed by the children taking part in context-specific and socially situated activity through social interaction (Schwandt 1994). This theoretical background required that the methodology of the study take into account the actions of individual children toward others and also toward physical objects in the socio-cultural context, the social interactions between the children, as well as the context and substance of the actions and social interaction.