7.1 Addt. Gesell

Gesell's Maturational Theory

Theory that emphasizes that a child's development is primarily driven by innate, biological factors, with genetics playing a dominant role in determining the sequence and pace of physical and mental milestones

Sequential Development

Individual Pace

Developmental Milestones

Influence of Environment and Heredity

Role of Genes

Nervous System and Development

Mind and Behavior

Principles of Maturity

Sequential Development

Principle of maturity that states that children develop in predictable sequences, such as sitting before crawling and crawling before walking

Individual Pace

Principle of maturity that states that while the sequence is universal, the rate of development varies from one child to another

Developmental Milestones

Principle of maturity that states that each stage of development is characterized by specific behavioral norms

Influence of Environment and Heredity

Principle of maturity that states that a child’s development is shaped by both their environment and genetic factors, though maturation largely emphasizes psychological growth

Role of Genes

Principle of development that states that intrinsic factors like genes play a key role in governing the natural process of development

Nervous System and Development

Principle of development that states that the rate of a child’s development depends on the growth of their nervous system, which includes the brain, spinal cord, and a network of nerve fibers

Mind and Behavior

Principle of development that states that as the nervous system matures, the child’s mind develops, leading to noticeable changes in their behavior

Fixed Patterns of Development

Gesell believed that maturational development follows a fixed and predictable sequence

Embryonic Development

Gesell believed that the heart is the first organ to develop in the embryo. Development follows with the central nervous system (brain and spinal cord) and then peripheral organs

Postnatal Development

Gesell believed that after birth, motor control develops in a specific order: initial control (lips and tongue), eye movements, control over neck, shoulders, arms, hands, and fingers, & legs and feet

Role of Genetics

Gesell believed that individual differences in growth rates are attributed to internal genetic mechanisms

Environmental Influence

Gesell believed that a child’s social and cultural environment plays a role in their overall development

Opposition to Accelerated Learning

Gesell opposed efforts to teach children skills or concepts before they reach the appropriate developmental stage as it could interfere with natural growth and learning processes

Reciprocal interweaving

Describes the developmental process where opposing tendencies alternate and eventually balance

Functional Asymmetry

A natural part of children’s development, where one side of the body or a specific behavior is more active or dominant. Gesell viewed it as a typical stage in the process of achieving balance and coordination through reciprocal interweaving

Self-Regulation

Children, even newborns, possess the ability to regulate their own development through innate mechanisms

Spiral pattern

Gesell described development in this pattern characterized by alternating phases of equilibrium and disequilibrium

Individuality

Gesell emphasized that developmental sequences are universal but occur at different rates for each child

Smooth

Break-up

Sorting Out

Inwardizing

Expansion

Fitting Together

Cyclical Stages of Development

Smooth (Equilibrium)

Stage where behavior is calm, balanced, and easy-going

Break-Up (Disequilibrium)

Stage where behavior becomes disruptive, difficult, or uncooperative

Sorting Out (Equilibrium)

Stage where the child begins to pull pieces of behavior back together

Inwardizing (Disequilibrium)

Stage where the child turns inward, often appearing withdrawn, anxious, or tense

Expansion (Equilibrium)

Stage where the child reaches outward with confidence, enthusiasm, and new readiness to explore

Fitting Together (Disequilibrium)

Stage that is the final turbulent phase of the cycle where the child integrates new skills and prepares for the next stable cycle