Bruner Theory
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ponmaliniJEROME BRUNER’S
CONSTRUCTIVIST THEORY
OF LEARNING AND
COGNITIVE DEVELOPMENT
DR. T. PONMALINI
JEROME BRUNER’S CONSTRUCTIVIST
THEORY OF LEARNING AND COGNITIVE
DEVELOPMENT
• Bruner (1966) was concerned with how knowledge is represented and organized
through different modes of thinking.
• In his research on the cognitive development of children, Jerome Bruner proposed
three modes of representation:
1.Enactive representation (action-based)
2.Iconic representation (image-based)
3.Symbolic representation (language-based)
ENACTIVE (0-1 YEAR)
• The first kind of memory. This mode is used within the first year of life. Thinking is
based entirely on physical actions, and infants learn by doing, rather than by
internal representation. It involves encoding physical action-based information and
storing it in our memory. For example, in the form of movement as muscle
memory, a baby might remember the action of shaking a rattle.
• This mode continues later in many physical activities, such as learning to ride a
bike. Many adults can perform a variety of motor tasks (typing, sewing a shirt,
operating a lawn mower) that they would find difficult to describe in iconic (picture)
or symbolic (word) form.
2. ICONIC (1-6 YEARS)
• Information is stored as sensory images (icons), usually visual ones, like pictures in
the mind.
For some, this is conscious; others say they don't experience it. This may
explain why, when we are learning a new subject, diagrams or illustrations are often
helpful to accompany the verbal information.
• Thinking is also based on the use of other mental images (icons), such as hearing,
smell or touch.
3. SYMBOLIC (7 YEARS ONWARDS)
• This develops last.
• This is where information is stored in the form of a code or symbol, such as
language. This mode is acquired around six to seven years old.
• In the symbolic stage, knowledge is stored primarily as words, mathematical
symbols, or in other symbol systems, such as music.
• Symbols are flexible in that they can be manipulated, ordered, classified, etc. So the
user isn't constrained by actions or images.
IMPORTANCE OF BRUNER DEVELOPMENT OF
LANGUAGE
• Language is important for the increased ability to deal with abstract concepts.
Bruner argues that language can code stimuli and free an individual from the
constraints of dealing only with appearances, to provide a more complex yet
flexible cognition.
• The use of words can aid the development of the concepts they represent and can
remove the constraints of the "here & now" concept. Bruner views the infant as an
intelligent & active problem solver from birth, with intellectual abilities basically
similar to those of the mature adult.
EDUCATIONAL IMPLICATIONS
• READINESS
• THE SPIRAL CURRICULUM
• DISCOVERY LEARNING
SIMILARITIES AND INEQUALITIES IN THE
COGNITIVE DEVELOPMENT THEORY OF
BRUNER AND PIAGET
Both piaget and bruner have made significant contributions to the field of cognitive development. There are
some similarities and dissimilarities in the process of cognitive development of both of them which are as
follows:
• Similarities
1. The student learns on the basis of previous adaptations.
2. The child naturally has a curiosity about language.
3. Children's cognitive structures develop over time.
4. Children learn by actively participating in the learning processes.
5. The final stage of cognitive development extends to the acquisition of symbols/signs/symbols and is given
prominence.
INEQUALITIES
S.N
Bruner Piaget
o.
1. Bruner considers development to be a Piaget considers development as a series of
continuous process. different stages.
Bruner considers language development
2. Piaget considers language development as a
to be an important factor in cognitive
consequence of cognitive development.
development.
3. According to Bruner, the speed of According to Piaget, cognitive development in
cognitive development can be increased. children occurs at a self-paced level and maturity.
Bruner attaches importance to the
4.
participation of adults and peers with Piaget does not accept this.
higher knowledge in the learning process.
According to Bruner, the representations
5.
of the previously adopted states of These change according to Piaget.
reflective thinking do not change.
6. Bruner gives more importance to Piaget gives more importance to the environment
education in his theory. in his theory.
