3. Enactive Stage
• Knowledge is stored in the form of motor responses.
• It is necessary to describe some tasks that we can't
represent in iconic or symbolic form.
• Children need to have first-hand and direct experiences
that help them to thought processes to develop
Examples:
- Typing
- Sewing on a button
- Operating a lawn mower
4. Iconic stage
• Information is stored visually in the form of images
• From 1 to 6 years
Examples:
-To simply draw images of the objects
on paper or to picture them in one's head
-Use of shapes, diagrams and graphs
5. Symbolic stage
• Knowledge is stored primarily as words,
mathematical symbols or in other symbol system.
• symbols are arbitrary.
• Example: A pupil knows to explain the respiratory
system after being learnt in class
6. Scaffolding
Refers to the steps taken to reduce the
degrees of freedom in carrying out some task
so that the child can concentrate on the
difficult skill she is in the process of
acquiring.
7. Scaffolding features:
• Recruitment: engaging the interest of the
child.
• Reduction of degrees of freedom:
simplifying the task by focusing on one
question.
• Direction maintenance: maintaining
motivation by encorauging any responses.
8. Scaffolding features:
• Marking critical features: highlighting
relevant features of the task.
• Demonstration: modelling solutions.
9. Educational implications:
For Bruner (1961), the purpose of education
is not to impart knowledge, but instead to
facilitate a child's thinking and problem
solving skills which can then be transferred
to a range of situations. Specifically,
education should also develop symbolic
thinking in children.
10. Educational implications:
For Bruner (1961), the purpose of education
is not to impart knowledge, but instead to
facilitate a child's thinking and problem
solving skills which can then be transferred
to a range of situations. Specifically,
education should also develop symbolic
thinking in children.
