A important principle of constructivism states that content should appeal to children’s interests. This principle plays a pivotal role in maximizing the potential of students. This is entailed in a curriculum that responds to the interests of children. In light of this, the onus is on the constructivist teacher to recognize and stimulate children’s interests in the material that is to be considered. This feat can be achieved through several key processes: by observing what children do spontaneously, solicit children’s ideas about what they want to learn, propose enticing activities, and provide ample opportunities for children to make choices. The constructivist will allow the individual to embark on the course that they are interested in whether it may be the sciences, the arts, business, engineering or whatever the choices may be. When a student finally selects the path that interest them most, the principle of establishing a cooperative, sociomoral atmosphere gets called upon once again as support is given to the individual to hone their skills. The establishment of a cooperative, sociomoral atmosphere will give a new approach to which Vygotsky made mention of, the Scaffolding. It states that when an adult provides support for a child, they will adjust the amount of help they give depending on their progress. Over the course of a teaching session, a more skilled person adjusts the amount of guidance to fit the child’s potential level of performance. More support is offered when a child is having difficulty with a particular task and, over time, less support is provided as the child understands and masters the task better. This is the approach the constructivist will take after the student has selected the material that appeals to their interest most. The teacher will gradually reduce their input as the student progressively masters the topic.