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Reflection

The document discusses key theories of educational psychologists Piaget and Bruner. It explains Piaget's stages of cognitive development from sensory-motor to formal operations. It also covers Bruner's three modes of representation - enactive, iconic, and symbolic. Finally, it emphasizes the importance of teachers acting as facilitators who provide scaffolding to help students progress just beyond their current level, through techniques like modeling good behavior.

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Fattma Gündoğdu
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41 views1 page

Reflection

The document discusses key theories of educational psychologists Piaget and Bruner. It explains Piaget's stages of cognitive development from sensory-motor to formal operations. It also covers Bruner's three modes of representation - enactive, iconic, and symbolic. Finally, it emphasizes the importance of teachers acting as facilitators who provide scaffolding to help students progress just beyond their current level, through techniques like modeling good behavior.

Uploaded by

Fattma Gündoğdu
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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ELT LANGUAGE ACQUISITION 203

EDUCATIONAL PSYCHOLOGY (CONSTRUCTİVİSM)

What I learnt was theories of Piaget and Bruner. Piaget deals with how learning actually
occurs. To him, people produce knowledge and form meaning based upon their
experiences. The more conclusions occur with the more experiences. According to
Piaget’s theory, learners pass through a series of stages. The stage young infants explore
the environment through the basic senses is called sensory motor. Between the ages of
two and seven, the child’s thought become more flexible. On concrete operational
stage, children cannot understand abstract things; they can figure out just concrete
things. In formal operational stage, they can understand high level of abstraction. To
Piaget, cognitive development is a process of maturation. Developing minds try to
provide equilibration which is balance between what we know and what we experience.
This is achieved by process of assimilation and accommodation. In assimilation,
individuals incorporate new experiences into the old experiences. This provides new
perspective and opinions. Accommodation is reframing new experiences into mental
capacity which is already present. Thanks to these theories, we can decide what to tell
according to age of students. For instance, we can’t teach abstract things to an eight-
year old child. Bruner give more focus on education. To Bruner, three different modes of
thinking needed to be taken into account by educators. At enactive level, learning
occurs by means of direct manipulation of direct objects and materials. Drama and TPR
can be used. Also handling subjects can be useful. At iconic level, objects are
represented with visual images such as use of pictures and words in color. At the
symbolic level, symbols such as paralanguage are used instead of objects or mental
images.

We need to learn how to learn. Therefore, teachers should encourage and help
students to come out their own principles. Here teachers’ role is facilitator and guider.
While students sort out the problem, teachers help and guide them As far as I
remember, while telling Bruner, we talked about scaffolding and I+1. A teacher should
tell lesson a little beyond the students’ present level in order to provide them to
progress. By the way, I realy liked and impressed the video we watched. As we said,
while we are studying behaviourism, children imitate adults, especially the ones they
love. Therefore, we should be good model for children.

What I had difficulty in understanding was what whole person means. You have told but
I don’t remember it.

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