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Gesell believed in a child-centered approach to raising children. He urged parents to recognize the genetic schedule that babies are born with, pointing out that it is the product of over three million years of biological evolution [ 11 ] He observed that babies appeared to know what they needed and what they were ready to do & learn.
Neuroconstructivism is a theory that states that phylogenetic developmental processes such as gene–gene interaction, gene–environment interaction [1] and, crucially, ontogeny all play a vital role in how the brain progressively sculpts itself and how it gradually becomes specialized over developmental time.
The optimal development of children is considered vital to society and it is important to understand the social, cognitive, emotional, and educational development of children. Increased research and interest in this field has resulted in new theories and strategies, especially with regard to practices that promote development within the school ...
Wilhelm T. Preyer, a pioneer of child psychology, was heavily inspired by Darwin's work and approached the mental development of children from an evolutionary perspective. [ 14 ] However, evolutionary theory has had a limited impact on developmental psychology as a whole, [ 5 ] and some authors argue that even its early influence was minimal ...
the sociological model of development, the biological model of intellectual development, the elaboration of the logical model of intellectual development, the study of figurative thought. The resulting theoretical frameworks are sufficiently different from each other that they have been characterized as representing different "Piagets".
Developmental systems theory (DST) is an overarching theoretical perspective on biological development, heredity, and evolution. [1] It emphasizes the shared contributions of genes, environment, and epigenetic factors on developmental processes.
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 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]