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Constructivist and nativist approaches to the studies of development share a common emphasis on indicating the beginning and end states in development. This focus has underlined the question of preservation and transformation. Both constructivist and nativist traditions share an inclination to reify the beginning and ending states in a developmental cycle, particularly when the periods are from childhood and adulthood.

Constructivism is a theory, used to explain how people know what they know. The central idea is that problem solving is at the core of learning, thinking, and development. The constructivists contend that perceptions of the world are structured over time through learning. Constructivist theory indicates that while students learn, he or she do not merely memorize or accept others' concepts of reality; however they form their own meaning and understanding. Even young kids show this strong constructivist approach to making sense of the world as they learn to speak and communicate. One of the major advocates of the Constructivist theory was Jean Piaget. He wrote, "To understand is to discover, or reconstruct by rediscovery, and such conditions must be compiled with if  in the future individuals are to be formed who are capable of production and creativity and not simply repetition." (Piaget) Constructivism emphasizes hands-on problem solving. 

In the subject of psychology, nativism is the view that certain skills and abilities are native or hard wired into the brain at birth. The nativist theories believe that we have an inborn ability to learn and learning is in our genetics. Noam Chomsky was the first to propose the nativist theory. He argued that the long-held learning theory of language development did not adequately explain how children were able to develop and master the complex language system in such a comparatively short time frame. Chomsky proposed that learning language was assisted by nature and that humans are born prepared to...