This concept is associated with the work of Jerome Bruner who challenged the view that learning is in a simple sequence (Bruner, 1975). Rather we get a foothold in an idea or piece of information when we are first introduced to it and then refine our understanding, perhaps relating it to a structured set of relationships, when we revisit it on possibly several later occasions. Two things are useful to keep in mind, particularly when we help children get a first grounding in an area. First, incorporating firsthand and practical experience into the lessons, encourages an intuitive sense of what is involved.
So in science children might work with simple series circuits using batteries, wires and bulbs and get a ‘sense’ of how electricity behaves. As older pupils they will build on this when they learn about the laws and sophisticated application of electric power. Second, language can be used by teacher and pupils to support understanding about objects, processes and concepts each time a topic or idea is visited. Children’s talk and writing about real experiences and purposes takes their understanding forward at each stage. Talk about ideas and information helps children share and organise developing knowledge.
Bruner, Jerome (1975) Entry Into Early Language: Spiral Curriculum Swansea: University College of Swansea.
