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Jerome Bruner (1915 - 2016) (spiral curriculum (Bruner believed that to…
Jerome Bruner (1915 - 2016)
3 modes of cognitive representation
Iconic mode
1-6 years
Visual image
Suggests it involves establishing a picture of something we have experienced in our minds - colours and textures
E.g. asking a child to close their eyes and imagine the park they visited in the morning
knowing a picture before being able to write
Symbolic mode
7+ years
Link to Piaget, he believes children thinking drastically changes at around 7 years (concrete stage)
Links change to the ability to use symbols and sophisticated language
E.g. children can listen to the radio and understand what is said without physically being their to witness it
written language and spoken language are included in the symbolic stage
Enactive mode
0-1 years
learn through repeating physical movements, muscle memory, and kinesthetic
E.g. tying our shoe lace or learning to drive a car
Links to Piagets sensory motor stage, where babies repeat physical movements (sensory) to gain an understanding of their world
spiral curriculum
Bruner believed that to master a skill children must repeat it numerous times
Children need support at the beginning and then gradually the support can be removed
E.g. trying to tie their shoe lace or writing their name
Disadvantage: he does not conciser A-typical development
Linked to Vygotsky's ZPD/ZAD
Children need support when learning a new skill, however support should slowly be removed to allow the children to master it on tehri own
Scaffolding
like Vygotsky, children cannot learn without 'scaffolding'
Children learn through exploration play and through questioning
Practitioners must scaffold children to help learn concepts and develop their reasoning and logic
Will help reach full potential on spiral curriculum
Children will then develop the skills to 'master' their learning
Language Acquisition Support System (LASS)
adults and older children (a more knowledgeable other) help children to acquire language by communicating to them
children learn language in and form conversations
Practitioners/family members talking to the children, tailoring their language to the child's level of comprehension
Often using higher pitch and exaggerated intonation
Links to Chomsky
Language is innate
LASS is conceptualised is essential to learn language and may interact with the LAD (Chomsky) of the younger children
Influenced by Vygotsky
Importance of interactions in language development
American Psychologist
Constructivist theorist
- Believed children's learning is an active process where they can create new ideas based upon previous and current knowledge
Role of Practitione
To facilitate and extend the children's language and development (Gray and Macblain, 2012)
Encourage children to activley engage purposefully
Supports intrinsic motivation