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Developmental theories’ main notion sees development as a predictable and universal pattern (Nolan 2015). A notable theorist from this perspective is Jean Piaget, who categorised development into four main stages. The first one being sensorimotor, followed by preoperational, concrete operational and lastly formal operational. Development is said to follow these stages and the child have to move through each stages linearly. Each stage also comes with the age range that the developments are supposed to happen. These rigid stages also meant that if development does not happen within the expected timeframe or follow the pattern, the child’s development is then considered abnormal. However, it is also through this stages and Piaget’s experimentation that we are more in tune with seeing the world through children’s eyes, such as object permanence, which is an awareness that things continue to exist even when you cannot see them, and it is a skill that needs to be developed. Piaget’s stages also put emphasis on cognitive development, and overlooks social and emotional aspects (Nolan 2015). This theory put into practice having a focus on a child’s individual learning and development then planning and facilitating the developmental needs accordingly, also known as developmentally appropriate practice (DAP).

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Developmental theories’ main notion sees development as a predictable and universal pattern (Nolan 2015). A notable theorist from this perspective is Jean Piaget, who categorised development into four main stages. The first one being sensorimotor, followed by preoperational, concrete operational and lastly formal operational. Development is said to follow these stages and the child have to move through each stages linearly. Each stage also comes with the age range that the developments are supposed to happen. These rigid stages also meant that if development does not happen within the expected timeframe or follow the pattern, the child’s development is then considered abnormal. However, it is also through this stages and Piaget’s experimentation that we are more in tune with seeing the world through children’s eyes, such as object permanence, which is an awareness that things continue to exist even when you cannot see them, and it is a skill that needs to be developed. Piaget’s stages also put emphasis on cognitive development, and overlooks social and emotional aspects (Nolan 2015). This theory put into practice having a focus on a child’s individual learning and development then planning and facilitating the developmental needs accordingly, also known as developmentally appropriate practice (DAP).

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“Play is the work of childhood.” ― Jean Piaget

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Socio-cultural theories view the society and culture as playing an important role in a child’s learning. One of the well-known socio-cultural theorists, Vygotsky, viewed development as a socially mediated process that was dependent on the support of more knowledgeable others (Nolan 2015). In his theory, educators are seen as an agent of culture and children as cultural apprentices. Therefore, social interactions are seen as fundamental for children’s development. He presents the idea that children first learn languages, and it is through this that their communication is enhanced followed by the changes in their behaviour in thinking, where culture also plays its part in all this process. This means that a child from a Western society would have different development process compared to children from an Asian society due to the cultural and societal differences. This also sees different society as having different emphasis on development areas, for example, a society where there is a focus on handicrafts will place an emphasis on hands on education compared to a digitalised society. However, the most eminent component of Vygotsky’s theory was his zone of proximal development (ZPD) where support from knowledgeable others by providing scaffolding helps to construct new knowledge and skills in children’s development.

# data[].attributes.subject
Socio-cultural theories view the society and culture as playing an important role in a child’s learning. One of the well-known socio-cultural theorists, Vygotsky, viewed development as a socially mediated process that was dependent on the support of more knowledgeable others (Nolan 2015). In his theory, educators are seen as an agent of culture and children as cultural apprentices. Therefore, social interactions are seen as fundamental for children’s development. He presents the idea that children first learn languages, and it is through this that their communication is enhanced followed by the changes in their behaviour in thinking, where culture also plays its part in all this process. This means that a child from a Western society would have different development process compared to children from an Asian society due to the cultural and societal differences. This also sees different society as having different emphasis on development areas, for example, a society where there is a focus on handicrafts will place an emphasis on hands on education compared to a digitalised society. However, the most eminent component of Vygotsky’s theory was his zone of proximal development (ZPD) where support from knowledgeable others by providing scaffolding helps to construct new knowledge and skills in children’s development.

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“A mind cannot be independent of culture.”

― Lev Vygotsky

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Socio-behaviourist theories focus on the role of experiences in shaping children’s behaviour. Reinforcement theories by Skinner puts in notion that children’s development behaviours are shaped by environmental conditions and systematic reinforcements (Nolan 2015). Hence, the focus is not on development, but on the environment that enables or constrains learning and the reinforcement of the learning behaviours. There is a belief that given the right reinforcements, anyone can learn anything. Thus, it can be said that the reinforcer holds the power to the learnings of a child. It also includes learning through role models, which is noted as an indirect reinforcement, by looking at the consequences of other’s actions. Through this, behaviour can be said to be unlearned through negative reinforcement or ignoring undesired behaviour. Learning can then be refined and increased in complexity through reinforcements that gradually become “better” closer to the approximation of appropriate response.

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Socio-behaviourist theories focus on the role of experiences in shaping children’s behaviour. Reinforcement theories by Skinner puts in notion that children’s development behaviours are shaped by environmental conditions and systematic reinforcements (Nolan 2015). Hence, the focus is not on development, but on the environment that enables or constrains learning and the reinforcement of the learning behaviours. There is a belief that given the right reinforcements, anyone can learn anything. Thus, it can be said that the reinforcer holds the power to the learnings of a child. It also includes learning through role models, which is noted as an indirect reinforcement, by looking at the consequences of other’s actions. Through this, behaviour can be said to be unlearned through negative reinforcement or ignoring undesired behaviour. Learning can then be refined and increased in complexity through reinforcements that gradually become “better” closer to the approximation of appropriate response.

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“The way positive reinforcement is carried out is more important than the amount.”

― B. F. Skinner

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My favourite theory is the socio-cultural theory by Vygotsky because of how relevant the theory still is decades after he wrote about this theory. I agree with Vygotsky in the sense that communicating needs is the first step that children take in their development, through that children learn to communicate not just their needs, but also to socialise as well and it is through this socialisation that they are able to share their individual knowledges and develop their own view. The society that children live in will also influence their development in the way that if the society that the child live in is very much into the outdoors and being active, that children might grow to be a sports person in the future and like the outdoors. In practice, Vygotsky’s zone of proximal development will look like: At kinder, a little girl is at the drawing table holding a coloured pencil using a grasping hold. As a teacher, I can switch her fingers around into a tripod grasp and start to guide her hands to draw some circles. With this method, the girl who has yet learn the tripod grasp was able to do it with my help, and hopefully will master it and be able to do it by herself one day. Based on this theory, I might plan my curriculum based on what the children in my class can do, and what I know they will be able to do with help, then with practice, they are able to master it. 

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My favourite theory is the socio-cultural theory by Vygotsky because of how relevant the theory still is decades after he wrote about this theory. I agree with Vygotsky in the sense that communicating needs is the first step that children take in their development, through that children learn to communicate not just their needs, but also to socialise as well and it is through this socialisation that they are able to share their individual knowledges and develop their own view. The society that children live in will also influence their development in the way that if the society that the child live in is very much into the outdoors and being active, that children might grow to be a sports person in the future and like the outdoors. In practice, Vygotsky’s zone of proximal development will look like: At kinder, a little girl is at the drawing table holding a coloured pencil using a grasping hold. As a teacher, I can switch her fingers around into a tripod grasp and start to guide her hands to draw some circles. With this method, the girl who has yet learn the tripod grasp was able to do it with my help, and hopefully will master it and be able to do it by herself one day. Based on this theory, I might plan my curriculum based on what the children in my class can do, and what I know they will be able to do with help, then with practice, they are able to master it. 