As individuals develop cognitively, Bruner observed, typically their dependence upon each of the modes changes. In their early years, young children rely extensively upon enactive modes to learn. Iconic representation normally becomes dominant roughly during the early childhood years. Thereafter, the symbolic mode of learning increasingly becomes the most common. Developmental growth, Bruner contended, involves mastering each of the increasingly more complex modes of representation, enactive to iconic to symbolic.
Mastery also includes an increasing facility in translating each mode of learning into the other.
For example, a teacher who wishes to provide students with a concrete experience relating to the life of Thomas Jefferson, may take them on a field trip to Monticello. After the visit, the observations can be followed up with an abstract discussion. An implication of developmental theories, such as Bruner's, is that children should be provided with social studies materials, activities, and technology tools that are matched to and capitalize upon their developing cognitive capabilities. As an illustration, consider a teacher who provides children with contrasting experiences representing each of the three modes. Let us use the example of the concept of habitat.