Essay on Theories of Child Development and Learning

944 Words Sep 22nd, 2011 4 Pages
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[pic]Theories of Child Development and Learning

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Several theories of child development and learning have influenced discussions of school readiness. Three have had profound impact on kindergarten readiness practices. These three theories include the maturationist, environmentalist, and constructivist perspectives of development (Powell, 1991).
Maturationist Theory
The maturationist theory was advanced by the work of Arnold Gessell. Maturationists believe that development is a biological process that occurs automatically in predictable, sequential stages over time (Hunt, 1969). This perspective leads many educators and families to assume that young children will acquire knowledge naturally and
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This perspective leads many families, schools, and educators to assume that young children develop and acquire new knowledge by reacting to their surroundings.
Kindergarten readiness, according to the environmentalists, is the age or stage when young children can respond appropriately to the environment of the school and the classroom (e.g., rules and regulations, curriculum activities, positive behavior in group settings, and directions and instructions from teachers and other adults in the school). The ability to respond appropriately to this environment is necessary for young children to participate in teacher-initiated learning activities. Success is dependent on the child following instructions from the teacher or the adult in the classroom. Many environmentalist-influenced educators and parents believe that young children learn best by rote activities, such as reciting the alphabet over and over, copying letters, and tracing numbers. This viewpoint is evident in kindergarten classrooms where young children are expected to sit at desks arranged in rows and listen attentively to their teachers. At home, parents may provide their young children with workbooks containing such activities as coloring or tracing letters and numbers--activities that require little interaction between parent and child. When

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