This study explored the meaning of socialization and learning in social constructivist for early education. The social constructivist theory explicates the mechanism of social construction of knowledge. Knowledge is regarded to be transmitted from expert to novice and turned out to be transformed and constructed from the perspective of the traditional-social constructivism. Recently, the dyadic relations in social construction of knowledge, as shown in most of social constructivism literatures in present study, have been criticized. Many researchers investigated from socio-cultural perspectives and showed in their results that the social aspect of knowledge development was not dyadic but complex and multiple. Among them, Rogoff suggested that learning was participatory transformation, meaning that all community of learners contributed to learning by participating in learning activities. In the situation of this kind of learning, the role of teacher and children alternate from expert to novice. Learning was also found to occur from the change of activity as well as knowledge.