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The most influential theories emphasize social interaction's essential contribution to child development from birth (e.g., the theories of Bronfenbrenner, [8] Piaget, [9] Vygotsky [14]). It means that organisms with simple reflexes begin to cognize the environment in collaboration with caregivers.
Heinz Werner's orthogenetic principle is a foundation for current theories of developmental psychology [1] and developmental psychopathology. [2] [3] Initially proposed in 1940, [4] it was formulated in 1957 [5] [6] and states that "wherever development occurs it proceeds from a state of relative globality and lack of differentiation to a state of increasing differentiation, articulation, and ...
Holistic development sees the child in the round, as a whole person – physically, emotionally, intellectually, socially, morally, culturally and spiritually. Learning about child development involves studying patterns of growth and development, from which guidelines for 'normal' development are construed.
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.
The theory of Michael Commons' model of hierarchical complexity is also relevant. The description of stages in these theories is more elaborate and focuses on underlying mechanisms of information processing rather than on reasoning as such. In fact, development in information processing capacity is invoked to explain the development of reasoning.
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]
Bronfenbrenner made his Ecological systems theory to explain how everything in a child and the child's environment affects how a child grows and develops. In his original theory, Bronfenbrenner postulated that in order to understand human development, the entire ecological system in which growth occurs needs to be taken into account.
Particularly, the teacher or provider of care bases all practices and decisions on (1) theories of child development, (2) individually identified strengths and needs of each child uncovered through authentic assessment, and (3) the child's cultural background as defined by his community, family history, and family structure. [1]