piaget s and bruner s hypotheses for cognitive
Excerpt coming from Essay:
Piaget’s And Bruner’s Theories For Intellectual Development
Cognitive theory, at some level, is intricate and multipart proposition. That puts ahead the idea that expansion in human beings is a function of an conversation with their parental input, surroundings and individual understanding and activities. Jean Piaget and Jerome Bruner would be the two great theorists who have constructed cognitive theories (William). Both ideas have some comparison which can be discussed inside the paper.
Piaget’s and Bruner’s Cognitive Ideas: Similarities and Differences
In respect to Piaget, the cognitive development of a young child depends on four factors. These are genetic maturation, familiarity with the physical environment, understanding of the social environment and equilibration. His intellectual theory also gives evidence of the several stages of cognitive development. The Physical Motor Level (Birth – 2 years). During this stage, children act impulsively. They demonstrate an egocentric behavior and are unsociable to the requires, wants and interests of others around them. The second stage is definitely Pre-Operations Stage (2yrs-7yrs) in n that the primary focus of children is present. Though at this stage, they can’t believe logically but their thought procedures continue to develop. The third stage of Piaget’s cognitive theory is Concrete Operations Level (7yrs-11yrs) when the sociable and linguistic development happens. It is during this kind of stage which the thought process turns into more balanced, based on cause, “grown-up” and operational (William). The fourth and final level is Formal Operations Level (11yrs-16yrs) when children “can think of fuzy ideas and compare actuality to the ideal” (William).
Bruner’s Theory of Cognitive Development proposes that children are students who act, create and think by utilizing inquiry and experience. This individual has developed three modes of representation (ofcourse not stages) generally known as enactive, well-known, and representational. If compared with Piaget’s, this kind of cognitive theory is not really age-specific (Cherry 2004). The enactive representation is comprised of the use of motor skills. A baby’s actions become computerized when he repeats the activities again and again. When human beings grow up, that they learn to do something through repeating for instance, driving a car, swimming, etc . The Iconic manifestation involves the acquisition of expertise through aesthetic or auditory images and things. In addition, the Representational representation permits a child to think beyond pictures. They start using symbols, words and phrases or numbers to modify understanding into a code. According to Bruner, learning in not really influenced by age although by the environment. He focuses on that it is the environment and experience of an man or woman who slows down or accelerate the one’s learning (William).
The most remarkable similarity between the ideas of Piaget and Bruner is that the two are constructivist in nature. Both theories stress on the point that children are active scholars who use constructivism to create or believe much of what they gain know-how
