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Creating a huge contrast with the previous theory, the social constructivism claimed that knowledge precedes maturation. Even so, both theories have a point in common,  the knowledge is constructed.

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The main exponents of this theory are:

Iván P. Pávlov: a Russian physiologist. He carried out multiple experiments to explain behavior. He also worked out the concepts of "Conditioned stimulus" and response.

Burrhus Frederic Skinner: He introduced the “reinforcement” concept, which refers to the actions carried out by someone to increase or decrease the probability of something to happen. This shapes the behavior. Skinner also differentiated between two types of reinforcement: punishment and reward. Both concepts can be positive or negative. The concept of reinforcement and it's two variations were thought by Skinner as applicable in humans.

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This theory studies cognitive growth and how the abilities mature in human beings. It was developed by the Swiss psychologist Jean Piaget, who was a major influence for a large part of the twentieth century.

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Language is not innate, it's constructive mental. According to the theory, human beings are going to acquire it when their mental structure is ready.

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Piaget divides four stages of development from birth to about the age of 11 or 12, but the age could vary from one child to another. He focussed in that the stages occur in particular order while they acquire knowledge when their mental structure is ready for it (readiness principle).

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Children construct knowledge through interaction with the environment.

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Piaget describes learning in one level development: First, when we receive knowledge our mental structure goes through the process of assimilation. Secondly, when we incorporate that knowledge we go through the accommodation process. Finally, when we connect the new knowledge with the previous one, we go through the adaptation process and there's equilibrium again.

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This theory focused on the study of behavior, which was mechanical for the behaviorists. They studied and described what was observable. According to this theory, the behavior obeyed to certain stimuli provided by the environment.

In the numerous experiments sustained by Pavlov, he proved that the stimuli could be replaced and yet obtain the same response. This is called the “conditional stimulus” because it is provoked and contrasts with the “unconditional stimulus”, the one that naturally happens. An example of this could be found in the next video; where through the use of a conditional stimuli, a person creates a habit.

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Lev Vigotsky: a Soviet psychologist. He studied linguistic and philosophy at the University of Moscow before becoming involved in psychological research. He studied the role of social and cultural factors in the making of human consciousness; his theory of signs and their relationship to the development of speech influenced psychologists such as Jean Piaget

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Although this theory doesn't make reference to language acquisition, we can infer that childs acquire language through imitation and practice. Another important point is the reinforcement, the child must be rewarded or punished for certain behavior to encrease or decrease.

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To this theory, the age is not important as for other theories. The behaviorist school of thought claims that learning is possible through the creation of a habit which is rewarded. This is independen of the age.

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This theory gives great importance to the environment as the source of everything the child needs to learn. In relation to this we can mention Leonard Bloomfied, who developed the "Materialist" theory. According to this, we could foretell a person's actions if we knew every stimulus that had ever affected that organism.

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Language is develop from  from collaboration with others.

Vygotsky believed that children talk to themselves in order to solve problems or clarify thoughts (referred to as private speech,). As children learn to think in words, they do so aloud.

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The social constructivism claimed that knowledge precedes maturation. This means that age is not a determiner factor to acquire knowledge.

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This theroy studies cognitive growth. According to this school of thought, to learn something we should tie up the new items to the already existing cognitive concepts.

Meaningfulness can also be manufactured if it is necessary or the person is highly motivated to do so.

David Ausubel takes into account different phenomena:

The acquisition of new meanings.

Retention.

The psychological organization of knowledge as a hierarchical structure.

Forgetting.

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Mindless repetition and imitations have no place in this theory. Ausubel states that is better to achieve the goal of communicative competence by removing unnecerary barriers.

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White Flatlay Mother's Day Instagram Post

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Age it is not necessarily important, as long as  the learner considers meaningful the contents he/she is learning.

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Any learning situation can be  meaningful if learners have a meaningful set (meaningful signs, symbols, concepts or prepositions).

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The most important factor influencing learning is what the learner already knows.
Learning is divided into:

Rote learning: where the new concepts are isolated.

Meaningful learning: where we connect the new material with the established entities in cognitive structure.

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The best known and most influential proponent of the innatist position is Noam Chomsky, an American linguistic, philosopher, cognitive scientist, historian an political activist.

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Vigotsky describes learning in two levels: the actual developmental level, for already incorporated knowledge and the concept of potential developmental level, for the knowledge we acquire after we learn. Although he also identifies the zone of proximal developmental level for the knowledge we’re currently acquiring. Is in this last level where the learning takes place because we should interact with others in order to gain abilities and skills.

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According to this theory, the infant learns through stimulus provided by the environment. There isn't contribution from his or her part.

We can find an example of this in the following video:

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three months old baby repeating words after her mom.

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Human beings have the capacity to acquire language because they're born with certain knowledge about it that helps every infant to learn any language they're exposed to.
Child develops language by themselve.

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Children acquire language at the same age because the're born with a set of the universal principles (for example grammar).

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We can't acquire language by imitation. Unlike the behaviourist theory, which claims that the infant learning process depends on external stimulus.

Environment makes basic contribution, the child's biological capacity will do the rest.

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Fundamental role of social interaction in development of cognition. According to social constructivism, human beings construct knowledge from collaboration with others. The key concept for this theory is the “social interaction”, which leads to meaningful interaction.

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The innatist theory states that learning is natural for human beings. They believe that babies enter the world with a biological propensity, an inborn device, to learn language. This human built in device for learning language has been coined the – LAD - language acquisition device