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become evident that learning occurs in many ways and that there is
learning are those of Piaget, Vygotsky and Bruner 2. Both Piaget and
must start with hands-on problem solving and issues that students
are familiar with. Bruner used the best of Piaget and Vygotsky’s
teaching practice.
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Professional Standards for QTS: Q. 7a – Reflecting on and improving my practice
through knowledge and understanding of a range of learning theories.
2
Professional Standards for QTS: Q. 10 – Learning about these teaching, learning
and behaviour management strategies in the process of this assignment has
allowed me to understand how and where I have used them in my teaching in
order to provide the most suitable lessons for all learners to achieve their
potential. Furthermore, observing how they are used in the teaching practice of
other teachers has allowed me to reflect upon how I can improve my use of these
strategies for future practice.
Emma Cerrone
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ASSIGNMENT 1: HOW CHILDREN LEARN
Figure. 1 (www.funderstanding.com)
Emma Cerrone
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ASSIGNMENT 1: HOW CHILDREN LEARN
they also interact with others and can therefore learn from them to
children learn Piaget’s notion that the child must mature through
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ASSIGNMENT 1: HOW CHILDREN LEARN
and ‘Cereal B’. Their task was to undergo a series of tests on the
cereals (Figure. 2), each time referring back to the key question:
‘Which cereal would you buy and why?’ The concluding part of the
task was for the students to make their judgement on which cereal
breaking the experience into these small tests was to mimic Piaget’s
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This links to Piaget’s cognitive developmental factor of activity.
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This links to Piaget’s social transmission as students shared opinions and ideas
about their final judgements based on their test results.
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ASSIGNMENT 1: HOW CHILDREN LEARN
Figure. 2
Piaget felt thought processes should follow strict logical patterns but
because it was in a slightly bigger box and therefore they would buy
that effect learning are; culture, language and the zone of proximal
development (zpd).
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ASSIGNMENT 1: HOW CHILDREN LEARN
and which became the vehicle for thought” (L. Vygotsky, 1978).
The zpd is the zone between what children can achieve alone and
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ASSIGNMENT 1: HOW CHILDREN LEARN
learning and discussion was pupil led and teacher led which again
the hierarchy using any images they felt could best represent their
the concept9. For example one student used the life of a dog, whilst
concept by building on prior knowledge and ideas students are familiar with,
whilst using a range of teaching resources to improve their learning.
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Using knowledge from each other and my examples and explanations of the
hierarchy students were able to come to a better understanding of the concept
than if they had attempted to tackle it alone.
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This is also an example of the use of Bruner’s iconic representation theory since
students used imagery to help them understand the concept.
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ASSIGNMENT 1: HOW CHILDREN LEARN
(Appendix. 3.1).
from the film Castaway (2000) and asked to create a learning tool
Hierarchy of Needs using examples from the clips they analysed and
students were not only using the culture they are familiar with to
exemplify their understanding but they also created a tool that can
be used with future classes and so those classes will benefit from
using resources that are immersed within their culture even more12.
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ASSIGNMENT 1: HOW CHILDREN LEARN
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ASSIGNMENT 1: HOW CHILDREN LEARN
Level 1
General verbal
Level 5
Demonstration
Bruner’s theory were used in the lesson through the use of visual,
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ASSIGNMENT 1: HOW CHILDREN LEARN
nine images, each one relating to a school subject, the teacher read
out school subjects and students had to connect the image and the
students made connections based on the images they could see the
each other in a game in which they had to be the first one to touch
the image that related to the subject called out by the teacher and
other students. The teachers intention was that the students would
recall the game, the act of having to physically move, the image
and the words to make the connection in the future and therefore
The final part of the lesson was where the teacher introduced
to use their new vocabulary. Students were given opinion cards (in
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This is also an example of the theory of Vygotsky who believed that play was an
important feature of how children learn because it provides them with background
information on which to base their thinking processes.
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ASSIGNMENT 1: HOW CHILDREN LEARN
subject. After doing this students had to use their new knowledge
abstract ones (opinions) were made and students were able to put
their new learning into a context that they could easily understand.
my opinion the key findings are the use of visual, auditory and
within the culture and experiences of the students in order for them
actions. These are not only examples of the theories in practice but
they are also prime examples of the types of learning that children
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ASSIGNMENT 1: HOW CHILDREN LEARN
processes they undergo and the factors that affect their learning.
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