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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]
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]
The bioecological model of development is the mature and final revision of Urie Bronfenbrenner's ecological system theory. The primary focus of ecological systems theory is on the systemic examination of contextual variability in development processes. It focuses on the world outside the developing person and how they were affected by it.
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.
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 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]