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social constructivism is a sociological theory of knowledge, it is in which human development is socially situated and knowledge is constructed through interaction with others. it states that people work together to construct artifacts.

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-Social constructivism is a variety of cognitive constructivism that emphasizes the collaborative nature of much learning.
-knowledge is actively constructed by learners in response to interactions with environmental stimuli.
-Humans’ linguistic abilities enable them to overcome the natural limitations of their perceptual field by imposing culturally defined sense and meaning on the world. Language and culture are the frameworks through which humans experience, communicate, and understand reality.

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What is Social Constructivism? (See link below for "What is Constructivism?")

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Vygotsky's interests were diverse, but often centered on child development, education, the psychology of art, and language development. He developed important theories about the way children learn and grow within culture and society.
Vygotsky noticed that children also learn a great deal from peer interactions. In fact, children often pay more attention to what friends and classmates know and are doing than they do to adults. Teachers can leverage this tendency by pairing less skilled children with more knowledgeable classmates to observe and imitate.

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Vygotsky's view of social constructivism 

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Vygotsky's view of social constructivism 

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It focuses on child-centred learning in the classroom. this theory believes that cognitive functions are facilitated by social interactions due to which learners need to engage in the same.

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Vygotsky defined it as "The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers."
In other words, the zone is the gap between what a child knows and what they do not. Acquiring the missing information requires skills that a child does not yet possess or cannot use independently, but can with the help of a "more knowledgeable other."