Jerome Seymour Bruner‘s theory has four major principles: motivation, structure, sequence, and reinforcement. This is the first principle.

1. Bruner's 1st Principle:
Motivation
Noraimah Samporna Abdulbasit

2. Jerome Seymour Bruner
Born New York City, October 1, 1915. He received his A.B. degree from Duke
University in 1937 and his Ph.D in 1947 from Harvard. He was on the faculty in the
Department of Psychology at Harvard University.from 1952 - 1972. In 1960 Bruner
published The Process of Education. This was a landmark book which led to much
experimentation and a broad range of educational programs in the 1960's.
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3. THEORY
Bruner was one of the founding fathers of constructivist theory. Constructivism is a
broad conceptual framework with numerous perspectives, and Bruner's is only one.
Bruner's theoretical framework is based on the theme that learners construct new
ideas or concepts based upon existing knowledge. Learning is an active process.
Bruner's theories emphasize the significance of categorization in learning. "To
perceive is to categorize, to conceptualize is to categorize, to learn is to form
categories, to make decisions is to categorize." Interpreting information and
experiences by similarities and differences is a key concept.
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4. Bruner's First Principle:
Motivation
Bruner‘s first principle specifies the conditions that predispose an
individual toward learning. What are the critical variables, especially
during the preschool years, that help motivate and enable the child to
learn? Implicit in Bruner‘s principles is the belief that almost all children
have a built-in ―will to learn.
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5. ACTIVATION
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6. ACTIVATION
In order to activate exploration, in order to get it
started, children must experience a certain level
of uncertainty. If the task is too easy, they will be
too bored to explore alternatives, and yet if it is
too difficult, they will be too confused to explore
alternatives.
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7. MAINTENANCE
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8. MAINTENANCE
Once activated, exploration must be maintained.
This involves assuring children that exploration is
not going to be a dangerous or painful
experience. Children must view exploration under
the guiding hand of a teacher as less risky, less
dangerous than exploration on their own.
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9. DIRECTION
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10. DIRECTION
The direction of exploration is a function of two
factors: knowledge of the goal, and the
knowledge that the exploration of alternatives is
relevant to theachievement of that goal. Children
must know what the goal is and how close they
are to achieving it.
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11. A PICTURE IS WORTH A THOUSAND WORDS
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Allah (swt) bless us all. 🖤
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