Introduction

Psychologists, sociologists, anthropologists, and physicians have studied the development of the child through a wide variety of lenses.  Those who focused primarily on the development of learning also approached their studies in different ways.  Some focused on learning from the perspective of biological and/or genetic processes.   To others, the ability to learn is attributed to specific periods in a child’s growth, and learning beyond the readiness of that age group is unlikely.  For others, learning moves along a continuum that is much more fluid, especially when given supports from others, that is, in a social context.

In this presentation, we focus on the learning theories of Piaget, Vygotsky, and Bruner.  Piaget was the forerunner in this field of study and was a dominent influence on those that followed.  He viewed learning in distinct stages that are age-dependent.  Vygotsky, through the influence of his ties to Marxism, and Bruner developed the idea of stages further, acknowledging that learning from a development approach was much more complex than previously thought.

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We suggest that you begin the exploration with Piaget, followed by Vygotsky and then to Bruner.  After reading each section, please visit the discussion questions which will be posted in the Symposium for your comments.  We look forward to your views.

Janet, Brenda, Sheila, Lynette