1665453
Jerome
Bruner
- His Life
- American Psychologist
born in 1915 in New
York City.
- Studied at Harvard
University in (1941)
- American Psychologist
born in 1915 in New
York City.
- His Theory
- believes children will only develop to their full potential
with the help of adults and peers, gradually becomes less
frequent as it is no longer needed
- "Learning, he suggest, is about
experiences: doing things,
hearing stories, meeting new
ideas, getting to know about
yourself and others" Overall
(2007,pg76)
- "Learning, he suggest, is about
experiences: doing things,
hearing stories, meeting new
ideas, getting to know about
yourself and others" Overall
(2007,pg76)
- Scaffolding
- framework in which
adults/peers provide to
enable a child cognitively,
aims to help a child achieve
a specific goal
- TAs can play a vital role in this
- TAs can play a vital role in this
- Similar to the
ideas and
research carried
out by Vygotsky
- He believed that providing a new
experience should be repeated and
developed upon
- framework in which
adults/peers provide to
enable a child cognitively,
aims to help a child achieve
a specific goal
- What he believed
(myenglishpages 2011)
- Learning is an
active process
- Learners make
appropriate decisions
and test the
effectiveness of
different outcomes
- be aware of children's learning styles and
learning modes (Symbolic,Iconic and Enactive)
which will help you plan and prepare
appropriate resources and activities that
meet the needs of children
- be aware of children's learning styles and
learning modes (Symbolic,Iconic and Enactive)
which will help you plan and prepare
appropriate resources and activities that
meet the needs of children
- Learners
use prior
experiences
to fit new
information
into existing
structures
- Spiral curriculum,
introduction of levels:
developing on skills
that already exsist
- Spiral curriculum,
introduction of levels:
developing on skills
that already exsist
- Building on and revisiting ideas
until learners grasp the formal
concept
- Letters and sounds
Intervention: : fisher
phase 3 Daily Rountines
within the classroom
(Timetable)
- Letters and sounds
Intervention: : fisher
phase 3 Daily Rountines
within the classroom
(Timetable)
- Although
extrinsic
motivation may
work short term,
intrinsic
motivation has
more value
- -Rewards (Merits, golden
time etc) -feedback on
work, positive and
improvements -Displaying
childrens work
- ''experience success and failure not as reward and
punishment, but information''(Bruner 1961 ,pg 26)
- -Rewards (Merits, golden
time etc) -feedback on
work, positive and
improvements -Displaying
childrens work
- Learning is an
active process
- 'the purpose of
education is not to
impart knowledge but
to facilitate a child's
thinking and problem
solving skills'(simply
psychology, 2012)
- believes children will only develop to their full potential
with the help of adults and peers, gradually becomes less
frequent as it is no longer needed
- 3 modes of Representation
- Enactive (0-1years) the stage which
refers to learning through your
actions. e.g a baby remembering the
movement of a rattle
- Iconic (1-6 years) this stage refers to learners
using pictures and models for their learning
- -Visual resources
-Displays
- -Visual resources
-Displays
- Symbolic Stage refers to the
development of the ability to think in
different terms e.g.. to ensure they have
fixed relation to which they represent
- Enactive (0-1years) the stage which
refers to learning through your
actions. e.g a baby remembering the
movement of a rattle
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