The constructivist approach to child learning emphasizes the importance of the child's active role in his own learning, where new concepts and ideas are built on the child's existing knowledge and experience. This approach recognizes that learning is a complex process in which the child should be given the opportunity to explore and discover his own solutions, rather than just passively receiving information. A key characteristic of the constructivist approach is the focus on developing the child's skills and abilities, not just on acquiring facts. Children who are exposed to this approach usually show greater motivation to learn, and are better equipped to solve problems and face new situations. However, the constructivist approach requires a high level of engagement and support from educators, and it is important to take into account cultural and social differences among children, and to adapt the approach to individual needs and abilities. The aim of the paper is to show, through theoretical analyses, how in the literature certain authors refer to the constructivist paradigm as a starting point in the organization of early and preschool child learning. The paper presents the founders of constructivism, the important starting points of early and preschool children's learning and the place of constructivist learning theory in the National Curriculum of early and preschool education.