Maizong Vue
EDU 383-02
Jennifer Moore
April 2nd, 2015
Theorist Learning Styles
Jean Piaget was the first psychologist to make a systematic study of cognitive
development. He was curious about the differences between thinking of adults and children. His
theory is that cognitive development where children construct an understanding of the world
around them. They identify between what they already know and what they have yet to discover
in the environment around them. His theory has four different stages, sensorimotor,
preoperational, concrete operational and formal operational. Schemas were a big part of his
theory and belief about learning, these schemes are mental representations which we use to
respond and understand situations.
Bruner believes that the outcome of cognitive development is thinking. To have cognitive
growth, one must be involved in interactions between basic human capabilities. So the goal is to
have more autonomous leaners which is learning to learn. Bruner’s three modes of representation
are enactive, iconic and symbolic. His constructive theory suggested that new material follows
progression from enactive to iconic to symbolic representation.
Lev Vygotsky’s theories were based around the fundamental role of social interaction in
the development of cognition. While Piaget believed children’s development had to precede
learning, Vygotsky argued that social learning came first in development. Vygotsky believed in
different cultures shaping a child’s development and learning. He was big on community and
social factors.
All three theorists have similarities and differences from their research, but I believe all
can be used in helping children with learning. I believe children learn at different pace and at
different times. There isn’t always a set guideline for what is right, in most cases children reach
the stage they need to be at. Vygotsky focuses more on social interactions with others and the
environment, which I would have to agree with. Children often learn best when they have hands
on experience with the things around them.
Piaget:
Vygotsky:
Bruner:
1. Schemas
Like Piaget, Vygotsky claimed
The aim of education should
(Building blocks of
that infants are born with the
be to create autonomous
knowledge).
basic materials/abilities for
learners (i.e., learning to
intellectual development -
learn).
2. Adaptation processes that
enable the transition from
Piaget focuses on motor
In his research on the cognitive
one stage to another
reflexes and sensory abilities.
development of children
(equilibrium, assimilation
Lev Vygotsky refers
(1966), Jerome Bruner
to Elementary Mental
proposed three modes of
Functions –
representation:
and accommodation).
3. Stages of Development:
o Attention

o Sensation
Enactive representation
(action-based)

Iconic representation
o Perception
(image-based)
o Memory

Symbolic representation
(language-based)
Work Cited
Bruner - Learning Theory in Education | Simply Psychology. (n.d.). Retrieved April 2, 2015,
from http://www.simplypsychology.org/bruner.html
Jean Piaget. (2009, September 17). Retrieved April 2, 2015, from
http://www.simplypsychology.org/piaget.html#stages
Vygotsky | Simply Psychology. (n.d.). Retrieved April 2, 2015, from
http://www.simplypsychology.org/vygotsky.html