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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.
The development of the human mind is complex and a debated subject, and may take place in a continuous or discontinuous fashion. [4] Continuous development, like the height of a child, is measurable and quantitative, while discontinuous development is qualitative, like hair or skin color, where those traits fall only under a few specific phenotypes. [5]
Vygotsky, a Russian theorist, proposed the sociocultural theory of child development. During the 1920s–1930s, while Piaget was developing his own theory, Vygotsky was an active scholar and at that time his theory was said to be "recent" because it was translated out of Russian and began influencing Western thinking. [9]
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
The child tries to understand the instructions or actions provided and then stores the information so they can use it to guide their future performances. Piaget's theory says that a child's development must follow their learning, Vygotsky disagreed with this. He believed that social learning tends to come before development. [26]
His experience and observations at the Alfred Binet Laboratory were the beginnings of his theory of cognitive development. [3] He believed that children of different ages made different mistakes because of the "quality rather than quantity" of their intelligence. [4] Piaget proposed four stages to describe the development process of children ...
Vygotsky believed that a child's development should be examined during problem-solving activities. [25] Unlike Piaget, he claimed that timely and sensitive intervention by adults when a child is on the edge of learning a new task (called the "zone of proximal development") could help children learn new tasks.
Learning programs based on the maturationist perspective usually focus on certain tenets of psychodynamic theories of development and progressive educational philosophy. [2] These draw, for instance, from the work of Sigmund Freud as reflected in their emphasis on early experience for subsequent emotional, social, and cognitive development. [2]