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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]
Gesell asserted that all children go through the same stages of development in the same sequence, although each child may move through these stages at their own rate [3] Gesell's Maturational Theory has influenced child-rearing and primary education methods since it was introduced. [4] [5]
The most influential theories emphasize social interaction's essential contribution to child development from birth (e.g., the theories of Bronfenbrenner, [8] Piaget, [9] Vygotsky [14]). It means that organisms with simple reflexes begin to cognize the environment in collaboration with caregivers.
The most current form of the schedules comes from the Gesell Institute of Child Development and is known as the Gesell Developmental Observation-Revised for ages 2 ½ to 9 years. [2] This assessment uses the principles of the schedules to determine the developmental age & stage of an any given child.
Early childhood is a stage of rapid growth, development and learning and each child makes progress at different speeds and rates. [13] It is essential to integrate physical training designed in accordance with the anatomical characteristics andage-related characteristics of a child's development, to ensure the normal physical development of ...
Under his leadership, the Institute added a child development clinic and nursery school classrooms where they conducted research that would later accumulate into the area that would be called "Behavior Analysis of Child Development". [3] Skinner's behavioral approach and Kantor's interbehavioral approach were adopted in Bijou and Baer's model.
Early in this period, the child always searches in the same location for a hidden object (if the child has watched the hiding of an object). Later, the child will search in several locations. Passes toy to other hand when offered a second object (referred to as "crossing the midline" – an important neurological development).
Particularly, the teacher or provider of care bases all practices and decisions on (1) theories of child development, (2) individually identified strengths and needs of each child uncovered through authentic assessment, and (3) the child's cultural background as defined by his community, family history, and family structure.