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Cognitive Learning Theory

1. The document discusses and compares three cognitive learning theories: Jean Piaget's theory of cognitive development, Lev Vygotsky's social constructivism, and Jerome Bruner's constructivism. 2. It notes that Piaget's theory views child development as unaffected by environmental and cultural influences, while Vygotsky's social constructivism emphasizes the important role of social environment and culture. 3. Bruner's theory, like Vygotsky's, stresses the importance of social environment and adults involvement in a child's education, and contrasts with Piaget's view of separate developmental stages.

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Jeyl Perje
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86 views2 pages

Cognitive Learning Theory

1. The document discusses and compares three cognitive learning theories: Jean Piaget's theory of cognitive development, Lev Vygotsky's social constructivism, and Jerome Bruner's constructivism. 2. It notes that Piaget's theory views child development as unaffected by environmental and cultural influences, while Vygotsky's social constructivism emphasizes the important role of social environment and culture. 3. Bruner's theory, like Vygotsky's, stresses the importance of social environment and adults involvement in a child's education, and contrasts with Piaget's view of separate developmental stages.

Uploaded by

Jeyl Perje
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Name: Kyle Lazara Legaspi Year and Section: OV III-5 BMSEE

Based on the information provided about the three cognitive learning theories—Cognitive
Development by Jean Piaget, Social Constructivism by Lev Vygotsky, and Constructivism by
Jerome Bruner—I have concluded that there are some differences among the various learning
theories, as well as some connections between them. Let me now explain how each of these
learning theories differs from the others. In my opinion, Jean Piaget's Cognitive Development is
a learning theory, whereby children's growth and learning are unaffected by or do not take into
account the influences of their environment and/or culture. Let's discuss Piaget's theory of
developmental phases while looking at this issue. From birth until age two, a kid is in the
sensorimotor stage. The kid may inform himself or herself that he or she is not an animal, an
item like a television, computer, or whatever else at this age when they can already distinguish
themselves from objects. The children's knowledge and senses also develop at this period,
however only four of the five senses—touch, smell, sight, and taste—are being developed. There
is also the Pre-operational Stage and Concrete Operational Stage, but I've previously made the
point that Jean Piaget's learning theory ignored the influence that the environment and culture
had on a child's growth and learning. Lev Vygotsky's Social Constructivism, on the other hand,
contrasts Jean Piaget's theory. According to social constructivism, children develop in the social
environment rather than in solitude. In other words, a child's growth is based on how they engage
with their social environment. Vygotsky also stated that while determining a child's growth, also
known as the socio-cultural influence, it is important to take into account the child's
surroundings, age, culture, and life experiences, as well as their social connections and
interactions with other adults and children. One illustration is that if the child is around the other
adult that is being mentioned and that adult is a bad influence and always uses foul language, the
child will remember those words and will use them again in the future. This example is based on
actual events because I can speak from personal experience. Also, one caught my attention about
the learning theory of Vygotsky is the ZPD or the zone of proximal development. The “What I
can’t Do”, “What I can do with help”, and “What I can do”, for example is the child that is 5
years old, his/her “What I can do” is he/she can already walk on his/her own while his “What I
can do with help” is reading complex words or writing his/her name and for the “What I can’t
do” is climbing tall trees. Now let's go on to the last learning theory, which is the theory of
Jerome Bruner. I'm not sure what his theory is named, but I'll concentrate on the portion where
he connects Vygotsky to his theory. The fact that Bruner's theory likewise stressed the
importance of the social environment for a child's growth makes it comparable to Vygotsky's
work. Bruner stressed the social component of learning and thought adults need to be actively
involved in their children's education. The purpose of teaching is to assist and encourage
students' academic growth. One other problem is that Piaget's theory of learning phases and the
notion of readiness to learn are opposed by Bruner's Spiral Curriculum. The Spiral Curriculum
covers the same material but steadily increases the level of difficulty over time. Overall, Bruner’s
and Vygotsky’s learning theories are somehow related but contradicting the learning theory of
Piaget.

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