Piaget, Bruner, Vygotsky

1. CONSTRUCTIVISM
JEAN PIAGET || JEROME BRUNER || LEV VYGOTSKY

2. Learner-centered
approach that
places importance
on the learner's
prior knowledge,
experiences, and
interactions with
their environment.
Constructivism
Learning is an active and dynamic process
where learners construct knowledge and
meaning from their experiences.
Learning is a process
of constructing
meaning rather than
simply acquiring
knowledge.
Learners are not
passive recipients of
information but
active participants in
their own learning.
Learners
benefit from
collaborating
with others,
engaging in
discussions, and
sharing ideas.
Learners are encouraged to
reflect on their learning
process, think critically about
their own thinking, and engage
in metacognitive strategies.

3. COGNITIVE
CONSTRUCTIVISM
Emphasizes the active role
of the individual in
constructing knowledge and
understanding. It suggests
that individuals actively
engage with their
environment and use their
cognitive processes, such as
perception, attention,
memory, and reasoning, to
construct mental models or
schemas of their
experiences.
JEAN PIAGET
Swiss Psychologist

4. Cognitive
Development
Sensorimotor Stage
Infants learn about the
world through their senses
and actions.
Infants learn to coordinate
their sensory input (what
they see, hear, touch, etc.)
with their motor actions
(reaching, grasping,
crawling, etc.)
Pre-operational Stage
Children continue to develop
their cognitive abilities,
including language and
symbolic thinking.
Children begin to use symbols
to represent objects and ideas.
Still struggle with logical
thinking.
Concrete Operational
Stage
Children develop the ability to
think logically about concrete
objects and events.
Ability to understand the
concept of conservation,
which is the idea that the
quantity of a substance
remains the same even if its
appearance changes.
< 2 2 - 7 7-11
Object permanence
Sensory and motor
coordination
Symbolic thought
Social interaction
Symbolic Representation
Pretend Play
Intuitive Thought
Ego Centrism
Centration
Conservation
Reversibility
Classification
Seriation
Logical Thinking
Spatial Reasoning
Formal Operational
Stage
They are able to engage in
deductive reasoning,
where they can
systematically test and
analyze ideas, and draw
conclusions based on
evidence.
> 11
Abstract Reasoning
Hypothetical Reasoning
Deductive Reasoning
Meta Coginition
Logical Reasoning
Advanced Moral
Reasoning

5. COGNITIVE
STRUCTURE
Schema
The Building Blocks of
Knowledge.
Schemas are cognitive
frameworks or mental structures
that help us organize, interpret,
and understand the information
we encounter in the world.
They are essentially mental
representations of concepts,
categories, or knowledge
domains.

6. COGNITIVE
FUNCTIONING
Assimilation
Taking in new information and
incorporating it into existing
mental frameworks or schemas.
Accommodation
Modifying existing mental
frameworks or schemas to
incorporate new information.
Equilibrium
The balance between
assimilation and accommodation

7. American psychologist
and educational theorist
JEROME
BRUNER
Discovery Learning
an approach to education that emphasizes
the importance of active engagement and
inquiry-based learning.

8. SPIRAL
CURRICULUM
It refers to an approach to
teaching in which key concepts
and skills are revisited at
increasing levels of complexity
over time. In a spiral curriculum,
students learn a concept or skill
at a basic level, then revisit it at
later stages in their education,
each time exploring the concept
or skill in greater depth and
complexity.

9. Cognitive
Theory
Enactive
representation
Infants and young
children learn about the
world through their own
actions and movements.
Enactive representation is
characterized by a focus
on concrete experiences
and direct interaction with
the environment.

10. ICONIC
REPRESENTATION
Children begin to use symbols and images
to represent objects and events in their
environment.
They develop the ability to form mental
images and use these images to think and
communicate.

11. Children learn to use
language and other
abstract symbols to
represent objects,
events, and ideas.
They are able to think
more abstractly and
engage in more
complex problem-
solving.
SYMBOLIC
REPRESENTATION

12. SOCIAL
CONSTRUCTIVISM
Social constructivism is a
theory that emphasizes
the role of social
interactions and cultural
context in the
construction of
knowledge and
understanding.
Lev Vygotsky
Russian psychologist
Social Constructivist

13. Learning is a collaborative process that
occurs through social interactions with
more knowledgeable Others, typically
parents, teachers, or peers.
Social interactions provide children with the
tools and resources they need to acquire
new knowledge and skills.

14. ZONE OF
PROXIMAL
DEVELOPMENT
(ZPD)
The ZPD refers to the range of tasks
or skills that a learner can
accomplish with the guidance and
support of a more knowledgeable
individual, typically a teacher,
parent, or peer.

15. It represents the
space between what
a learner is capable of
doing unsupported
and what the learner
cannot do even with
support.
It is the range where
the learner is able to
perform, but only with
support from MKO.
ZPD

16. Scaffolding
Scaffolding refers to the
support provided by a
more knowledgeable
individual (MKO) to help a
learner successfully
engage in a task or solve
a problem.
As the learner gains
competence and
confidence, the
scaffolder gradually
reduces the level of
support provided.

17. MKO
Refers to an individual, such
as a teacher, parent, or peer,
who has a higher level of
understanding or expertise in
a particular domain than the
learner.
The MKO possesses
knowledge and skills
that are beyond the
learner's current level
of understanding, and
their role is to assist the
learner in advancing
their cognitive abilities.

18. 2 Egocentric Speech/ Private Speech
3 Inner Speech
The three
forms of
speech
1 External Speech/ Social Speech

19. The three forms of speech
Egocentric
Speech
Inner
Speech
External
speech
External speech is
the form of speech
used for social
interaction and
communication
with others.
Involves talking to
oneself, either
silently or softly,
without intending
to communicate
with others
It is completely
silent and takes the
form of mental
thoughts or inner
dialogue

20. Language and Thought
Language is the tool for thought
Language is a mediating tool
Language helps to internalize
external knowledge and
concepts
Language plays an important
role in shaping cultural thought
patterns