Child Development
The cognitive process of child development and learning has influenced theorists such as Piaget, Vygtosky, Montessori, Bruner and Dewey to develop learning theories which highlight how the cognitive operation of learning occurs and how it is best achieved. The work of these theorists has become the foundation for much research and insight into how children develop on their journey towards learning.
To understand how and when children begin to learn, it is important to look at why we value the process of learning, as Peller (1946) expresses, “The function of early education is to initiate, support and accelerate developmental processes, leading from child to adulthood.”
It is also important to consider the environment that learning takes place in. This has been reflected in the work of such theorists as Maslow and Montessori. Maslow observed a hierarchy of needs; within this hierarchy he observed that by attempting to understand the needs of children, more children were able to achieve their full learning potential. He suggests only when basic physiological needs such as food and water are satisfied, then cognitive development can occur and the higher needs which he categorizes as 'Self-Actualization', such as remembering, understanding and problem solving can then be achieved. Although Maslow documented this Hierarchy of Needs in 1934, it is fair to comment that its principles are still applied to modern education today. For example, Government legislation now provides for free school meals for disadvantaged children of an income support background, enabling these basic physiological needs such as food and water to be met, highlighting the direct relationship between children's needs, and their learning. This was observed on SBW in two primary schools.
Theorist Maria Montessori, whose work provided the foundation for later theorists as Piaget and Vygotsky, also agreed children have an inherent desire to learn and that they would learn through
To understand how and when children begin to learn, it is important to look at why we value the process of learning, as Peller (1946) expresses, “The function of early education is to initiate, support and accelerate developmental processes, leading from child to adulthood.”
It is also important to consider the environment that learning takes place in. This has been reflected in the work of such theorists as Maslow and Montessori. Maslow observed a hierarchy of needs; within this hierarchy he observed that by attempting to understand the needs of children, more children were able to achieve their full learning potential. He suggests only when basic physiological needs such as food and water are satisfied, then cognitive development can occur and the higher needs which he categorizes as 'Self-Actualization', such as remembering, understanding and problem solving can then be achieved. Although Maslow documented this Hierarchy of Needs in 1934, it is fair to comment that its principles are still applied to modern education today. For example, Government legislation now provides for free school meals for disadvantaged children of an income support background, enabling these basic physiological needs such as food and water to be met, highlighting the direct relationship between children's needs, and their learning. This was observed on SBW in two primary schools.
Theorist Maria Montessori, whose work provided the foundation for later theorists as Piaget and Vygotsky, also agreed children have an inherent desire to learn and that they would learn through