 I welcome you all once again to my channel Explore Education and I am Dr. Rashmi Singh, Assistant Professor of the Department of Education as it's Hanna Ghasri College, University of Lahore. And it is my email ID. I am going to discuss today an important topic in educational psychology that is educational implications of Jerome Rooner's theory. We have already discussed Rooner's theory of cognitive development and today I am going to discuss specially the educational implications of Rooner. So and subscribe my channel if you like to get my future videos, if you like to get updated in the field of education and the lecture will be useful for certain teaching examinations. So let's start. First of all, a quick review, a quick recap about Jerome Rooner. Jerome Rooner is more famous in the name of Jerome Rooner, he is known as Jerome Rooner and he works in Rooner. So what did Mr. Rooner tell us about this kind of science and science? So first of all, he wrote a book, The Process of Education, in which he wrote all the things about his cognitive development, intellectual development and in the field of education. What are the conditions? He wrote a book describing the process of education, it was published in 1977. It is regarded as a representative work of Rooner's educational theory, it is a representative work. So what he says, the aim of education should be to create autonomous learners, that is learning to learn. Then for Rooner in 1961, he says, the purpose of education is not to impart knowledge, he says that the purpose of education is not to impart knowledge, but to facilitate a child's thinking and problem solving skills. In fact, the caution of thinking in the child, the caution of the problem solving, what we have to do is to facilitate it, to impart it so that they can think better. And then what happens, which can then be transferred to a range of situations, when the problem solving will come, then he will be able to apply the skill of problem solving in different situations. Then specifically, education should also develop symbolic thinking in children, and say that the education should be developed, should be wixit, should be wixit, should be symbolic thinking. So these are some of the things about Rooner, then he says that he wrote a book about cognitive development. When we have already shared the video of Rooner's cognitive development, then in its description I will also give the video link, so from there you can read it in detail, cognitive development. Here we have the concepts that are especially important in the field of education, it will be discussed on that. So what does Rooner Sanyanatma say, although Rooner proposes stages of cognitive development, he does not see them as representing different separate modes of thought at different points of development. Life Piaji. Means right now we have studied the recent Piaji Sahab, his educational integration, so what does Piaji Sahab say? That is why he is called the stage theory, because he always talks about stages, he says that the development begins with stages and every child has to cross that stage, no change can be made in that, that means there is an individual difference, no one can cross it quickly, no one can cross it later, but everyone has to cross it. So what does Piaji Sahab say? Rooner Sahab also tells the stages of cognitive development, but he said that separate modes of thought at different points of development are not there, that means one child is thinking like this, then thinking like this, then thinking like this, then thinking like this, it is not the same as Piaji Sahab says. Piaji Sahab says that first you will think like a sensory motor, then you will go pre-operational, then concrete operational, then formal operational. So what does Piaji Sahab say? What does Rooner Sahab say? Rooner views symbolic representation is crucial for cognitive development. He is saying that the symbolic representation of a child is crucial, that means it is very important in science and in science. How? And since language is our primary means of symbolizing the boy. And the language is the main thing that we have, which we symbolize the world, that means we have given it a name, communicate, he attaches great importance to language in terms of cognitive development. That means according to Rooner, he gives a lot of importance to language, that language plays a very big role in science and in science. Then he said that the intellectual development or cognitive development is three steps, but those steps are not as hierarchical as in Piaji Sahab says. So what are these three steps? Inactive, Iconic and Symbolic. These are the three stages in which we talk, inactive stage, Iconic and Symbolic stage. So what is inactive stage? The inactive stage which refers to learning through actions. In a way, you can say that you are in a sensitive motor case. What is this? What happened there? There was a motor activity going on, the child is small, so it does some motor activity. Similarly, what is inactive stage? It is learning through actions. We do something and learn. We are a small child. Then the Iconic stage refers to the learners use of pictures or models. Then the symbolic stage refers to the development of the ability to think in abstract terms. Piaji Sahab, when he wants to form an operational, he says that the child is abstract thinking. So, in this way, his highest stage, which is at the top of the hierarchical position, he is saying, refers to the development of the ability to think in abstract terms. What is the purpose of the child? That he can think in an amoral form. Then a peculiar feature of him. Readiness. What is the concept of readiness? One. So, what are the peculiar features? Like readiness. The concept of readiness is Bruna. Bruna has hypothesized that Bruna has hypothesized that any subject can be taught effectively in some intellectually honest form to any child at any stage of development. What does Piya Ji say? Piya Ji says that unless you don't want to be in formal operational, you cannot do abstract thinking. Even sensory motor is very important. Even concrete operational. When you are in concrete operational, then you are not in formal operational thinking. But Bruna says that no. Any child can be taught in any form at any stage of development. When you are in formal operational thinking, then you are not in formal operational thinking. But Bruna says that no. Any subject can be taught effectively in some intellectually honest form to any child at any stage of development. Any child can teach any subject at any stage of development. If you are applying any intellectual honest form, then Bruna says that opposed Piya Ji's notion of readiness. Piya Ji says that when the child is ready, then you will be able to teach him. In concrete operational, he is not ready for abstract thinking. That is why you will not be able to teach him abstract thinking. When he says that no child can be taught in any form at any stage of development. Only intellectual honest form should be taught. Then what does he say? He argues that school has wasted time trying to match the complexity of subject material to a child's cognitive stage of development. He says that the students and the students who are educated are wasting their time to match the complexity of subject material to a child's cognitive stage of development. So we match that the complexity of subject material to a child's cognitive stage matches or not. In this, all the research is conducted by Bruno. Then, what is the spiral curriculum? Bruno has explained how his hypothesis can be made possible through the concept of spiral curriculum. He is saying that how we can bring the concept of spiral curriculum to a certain extent, if we accept the concept of spiral curriculum or implement it. So, what is the spiral curriculum? This involves information being structured. He is saying that we need to create an understanding of information in this way so that complex ideas can be taught at a simplified level first. In this, we will first teach the subjects at a simplified level. And then, we will revisit it at a more complex level later on. See, the spiral is like this. This is a diagram that we have. So, in the last video, maybe I told you that I am not using it. You can see it from there. Or, do not do it. It is going from one loop to the fourth loop. It is going from the spiral. So, first, we will teach the complex topic in a simplified way. Then, we will revisit it. Then, when we will come to its level, we will teach it a little bit more in a more complex way. Then, we will revisit it. When we will come to that level, we will teach it a little bit more in a more complex way. If we teach it in this way, then we can teach it to any child, any husband, any child. This is their point of view. Therefore, subjects would be taught at levels of gradually increasing difficulty. That is, we teach the children while increasing the difficulty. So, what will happen? Ideally, teaching this way should lead to children being able to solve problems by themselves. If we teach it in this way, then what happens? That the child himself is able to solve his problem. Then, the concept of Bruno takes discovery learning. What is Bruno saying? Bruno proposes that learners construct their own knowledge and do this by organizing and categorizing information using a coding system. P.A.G. also talks about constructivism, but they are talking about cognitive constructivism. Now, we will study that Bruno talks about social constructivism. Why? Because he understands the importance of the input of society in learning. So, discovering learning. We are studying all these things. So, we are studying educational implications. What should be your educational implications? That we should create a conversation with the teacher in a classroom that the child is able to discover and provide such an opportunity. This is his indirect implication. So, Bruno proposes that learners construct their own knowledge. That is, the child who is a student, he himself claims to be a scientist. He doesn't do anything. And do this. And how does he do this? Organizing and categorizing information. Which he doesn't have to think about. He organizes it. He makes a category through a coding system. So, Bruno believed that the most effective way to develop a coding system is to discover it rather than being told by the teacher. He says that the most effective way to develop a coding system is that the child discovers it himself. So, you tell him. Then, what is the multiplicity of representation? See, these inactive, iconic and symbolic stages. They are the stages of representation. And Bruno says that multiplicity of representation. So, it's not that one child is in the iconic stage, then inactive, then symbolic. He says that interaction is going on in all these representative modes. So, inactive, iconic, and symbolic are the forms that our cognition lives on the stage. So, what does he say? Bruno recited that cognition consists of inactive, iconic, and symbolic representation. Done. Inactive, action, iconic picture, and symbolic language. How do we symbolize it? Cognition. These three representations were used interactively. That is, how do we create harmony when all these characters are inside the character. Bruno clearly denied regarding their developmental stages. He said that this is not the way to develop, as P.R.J. is in his field. Then, what is Bruno's study? Not only symbolic representation, but also the multiplicity of representation including inactive and iconic. That is, he only gives a lot of strength in symbolic, but symbolic, inactive, and iconic, three different forms of representation are defined by the child's behavior. In accordance to Bruno. Okay. Now, we have talked about educational integration. One more thing. I don't want to tell you. Skeffolding. Skeffolding is a very important concept of Bruno, which is based on the concept of Vygorcy's Zeppiri. We have talked about Vygorcy's Zeppiri in the co-operative learning video. I think you might remember. What is zone of proximal development? What does it say? That the child is a more sensible person, a more sensible person, a wise person, a peer-group, who learns better from the relationship between the elder and the elder. This is what our zone of proximal development says. So, it is called Bruno's Skeffolding. Skeffolding is said to be the support that peer-group, more knowledgeable peer, the adult, who is providing the child with the same support as Skeffolding. So, Skeffolding should also be here. If we take a look at this section, what it says is that teachers must re-visit the material to enhance knowledge. That is, we have to re-visit the material again and again. Why? Because we are following the spiral curriculum. So, what will happen to the knowledge? Then, building on the pre-taught ideas to grasp the full formal concept is of paramount importance according to Bruno. He says that what he has taught before, we have to base it on the same thing and relate it with this knowledge and give it a new concept. Then, the material must be presented in a sequence. First, it is simplified, then it is more complex, then it is more complex, then it is more complex. That is, our sequence should have been done. It should not have been half-hazard. It should have been done yesterday, yesterday, yesterday. The opportunity to acquire and construct knowledge is what is going to happen. The person who is going to learn will be given the opportunity to grasp and then students should be involved in using their prior experiences. Whenever we talk about constructivism the child is always an active learner. He is not a passive learner. So, the child has to be involved in the teaching learning process so that he can use his or her prior experiences and structures to learn new knowledge. Then, the content must help students to categorize the information to be able to see similarities and differences between them. So, what will happen? Knowledge is being taught, old knowledge is being taught, the child is discovering what he is doing. So, what is learning? There will be more permanent retention. Then, teachers must be in the role of facilitator and this is the students in building their knowledge. Whenever we talk about constructivism or constructivism the teacher's role is facilitator. The teacher's role is facilitator. The teacher's role is facilitator. Knowledge is being taught. We have to understand how we can do the same work. Then, teachers should provide feedback that is related to intrinsic motivation. Students say that you have to work with a reward. Reward, punishment, you will learn or you will learn. Here, the intrinsic motivation should be directed towards the child's feedback. The teacher should provide feedback. We think that both of them are talking about cognitive development. So, what are the differences between them? What are the differences between them? What are the differences between them? Both of them agree that children are innately pre-adapted to learning. Both of them say that they are pre-adapted to learning. Second, children have a natural curiosity. The child wants to learn the nature, the nature, the nature of curiosity. It is related to pre-adapted learning. Children's cognitive structures develop over time. They will learn with time. They will also say that children will learn with time. Children are active participants in the learning process because the child is learning by himself. So, it is related to the nature of the child. Then, cognitive development integrates the acquisition of symbols. This means that the person who is understanding the nature of the child understands the nature of the child. They also symbolize it. Both of them are talking about the symbolic thinking of the child. They are talking about the social factor of the child as well as the social factor of the child. They need to identify the importance of the society, culture, and social aspect. They are talking about the social factor. The word is important for cognitive growth. Do not speak up. Bruno says that the language that is used in the society is really difficult to learn in the development of the society. But PRJ is not saying that. These are the concept of its folding. This is the concept of its folding, not the conversation about the folding of the area. Then, the development of language is the cause, not the consequence of cognitive development. The reason for the development of the language is the development of Sanyanatma Vikas. That means that the language will be the development of Sanyan at first. But what does Piyaji say? The development of the language is the development of Sanyanatma Vikas. And what does Bruna say? That means that the language development of Bruna is first, the cognitive development. But for Piyaji, we get the first cognitive development and as a consequence, we get the language development. So here, both are strikingly different from each other. Then you can speed up cognitive development according to Bruna. Bruna says that you can speed up Sanyanatma Vikas, right? That we have given him a lot of spiral curriculum, we have folded him up to Z. So we can definitely increase it. But Piyaji's approach is the same. You cannot speed up in the case of Piyaji. Then the involvement of adults in more knowledgeable peers makes a big difference. In the case of Bruna. Because Bruna talks about society, about inclusion, about the role of culture. The role of language, the role of adults, the role of more knowledgeable peers. So when their involvement happens, we will be able to teach them better. Whereas in the case of Piyaji, there is nothing like that. The key is that he is alone. He has no influence on the society, the language. He is not in accordance with Piyaji. Okay. So today, I have completed the concept of cognitive development. Cognitive development mainly taught us Piyaji Bruna. Piyaji, I had already taught. Bruna, I had already taught. So I covered it today. There were some things that I was discussing. I will give the link of the first video of Bruna in the description. So I think you will complete the topic. Okay. So Piyaji and Bruna are asking a lot of questions. So you should understand this concept. Okay. Thank you all. And don't forget to like and subscribe my channel. Enjoy my program. Look to. Slow education. Okay. Done from my side.