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The Maturational Theory of child development was introduced in 1925 [1] by Dr. Arnold Gesell, an American educator, pediatrician and clinical psychologist whose studies focused on "the course, the pattern and the rate of maturational growth in normal and exceptional children"(Gesell 1928). [2]
Arnold Lucius Gesell (21 June 1880 – 29 May 1961) was an American psychologist, pediatrician and professor at Yale University known for his research and contributions to the fields of child hygiene and child development.
The Gesell Developmental Schedules claimed that an appraisal of the developmental status of infants and young children could be made. The Gesell Developmental Schedule believes that human development unfolds in stages, or in sequences over a given time period. These stages were considered milestones, or the manifestations of mental development. [1]
Maturationism is an early childhood educational philosophy that sees the child as a growing organism and believes that the role of education is to passively support this growth rather than actively fill the child with information. This theory suggests that growth and development unfold from within the organism. [1]
The first five years of life: a guide to the study of the preschool child, from the Yale clinic of child development, 1940 (with Arnold Gesell) Child development, an introduction to the study of human growth, 1943; Vision, its development in infant and child, 1946 (with Arnold Gesell) The child from five to ten, 1946; L'Enfant de 5 à 10 ans, 1949
The Gesell Institute of Child Development is a 501c(3)non-profit organization located in the Gesell Institute building on the campus of Yale University in New Haven, Connecticut, United States. It promotes to and educates child care professionals on the principles of child development originally laid down by the institutional namesake, Arnold ...
John Locke. Early theories in child psychology were advocated by three famous theorists: John Locke, Jean Jacques Rousseau and Charles Darwin.They represent three famous schools of thought, namely the influence of the child’s environment, the role of the child’s cognitive development and the relationship with evolutionary origins of behavior.
[12] [13] Piaget's theory of cognitive development defines the formal operational stage as a plateau reached once an individual can think logically using symbols and is marked by a shift away from "concrete" thought, or thought bound to immediacy and facts, and toward "abstract" thought, or thought employing reflection and deduction. [14]