Another social constructivist is Bruner. Inspired by Piaget, Bruner came up with 3 modes of representation about the way information and knowledge are stored in the memory. The first is the enactive stage. This is where children mainly learn through physical actions which are then stored in the memory. Solid objects are used in this stage to help children discover the world around them and learn how things work. Secondly is the iconic stage. Children now know of the world through mental imagery, therefore if they were asked to draw something they would picture it in their head and then go off that. The third and final stage is the symbolic stage. Information is now stored as language for example words and mathematical symbols which can be categorised in the mind as to what it is. Similarly, to Vygotsky, Bruner believes that intellectual development can occur at any age, and so when someone is processing new information it will go through those 3 stages and then it has been learnt.
When planning lessons, these 3 processes are mainly effective for maths lessons. Children begin learning a new topic by using concrete resources to help them out, then moving on to
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Using this theory to plan lessons would be quite difficult as 30 pupils in a class could mean 30 different intelligences to cover, however with a balanced curriculum and a wide range of after school activities, there should be something that every child can thrive in. On its own, the theory of multiple intelligences doesn’t provide detail about how children would learn something new, however combined with another theory, eg. Piaget’s stages of development it could be useful in highlighting what the child is good at and therefore what they need help with- following another theorist’s