A concept in constructivism is "Scaffolding." Scaffolding is a teaching method where an instructor provides support and guidance to a learner, gradually reducing that support as the learner gains competence. For example, in teaching a child to read, a teacher might start by reading a story aloud, then read together, and finally, the child reads independently.

What's insightful about scaffolding is that it recognizes the importance of the learner's active involvement in the learning process, as well as the role of the teacher in facilitating that learning. It allows for a learner to build on their existing knowledge and skills in a guided way.

However, a potential limit of this concept is that it may not fully address the social aspects of learning. Some argue that constructivism can focus too much on the individual learner and may not give enough attention to the collaborative and social nature of knowledge construction.

As for recent brain research with implications for learning, the field of educational neuroscience has made progress. For example, studies on the neuroplasticity of the brain suggest that the brain can adapt and change throughout life, emphasizing the importance of lifelong learning and the potential for interventions to enhance learning at any age. This research challenges the idea that there are rigid developmental stages and highlights the brain's ability to adapt and learn in response to various stimuli.