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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]
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 ...
Because Piaget's theory is based upon biological maturation and stages, the notion of readiness is important. Readiness concerns when certain information or concepts should be taught. According to Piaget's theory, children should not be taught certain concepts until they reached the appropriate stage of cognitive development. [37]
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 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.