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Arnold Gesell believed that the growth and development of children was
influenced by their genetics and their environment, but with the child’s
psychological development being the primary driver.
Gesell disagreed with the notion that children developed primarily through
external factors. His maturation theory focuses on internal factors, such as
the growth of the child’s central nervous system, as their primary influence.
When the spinal cord, brain, and nerves are able to communicate in their
complex network it allows for a child’s mind to grow. As it grows, development
occurs. When development happens, the behaviors of that child will also
change.
Gesell also noted that infants gain control over their bodies after birth in a
series of fixed sequences. Their lips and tongues gain control first, then eye
movement, then gradual control over the shoulders, neck, and limbs. There is
a consistent head-to-toe trend in human development.
As part of this development process, Gesell goes beyond the physical factors.
He asserts that cultural environments, social environments, and other factors
also play a role in maturation. For that reason, Gesell suggests that teaching
children to perform certain tasks should happen only when they are physically
and mentally ready for those tasks. Teaching a 3-month-old child to walk, for
example, would be ahead of the child’s developmental schedule and could do
more harm than good.
Havighurst’s Developmental Task Theory.
Robert Havighurst emphasized that learning is basic and that it continues throughout life-
span. Growth and Development occurs in six stages.
When people successfully accomplish and master these developmental tasks, they feel pride
and satisfaction, and consequently earn the approval of their community or society. This
success provides a sound foundation which allows them to accomplish developmental tasks
that they will encounter at later stages.
Conversely, when people fail to accomplishing a developmental task, they’re often unhappy
and are not accorded the desired approval by society, resulting in the subsequent experience
of difficulty when faced with succeeding developmental tasks.