How Do Behaviorist and Maturationist Theories Apply in Learning - Essay Example

Education Institutional Affiliation Student’s Name Introduction There are many theories existing in the field of development in early childhood which try to outline the way young children learn and develop. A theory refers to a systematic or organized way of expressing thoughts over a given concept. Such theories are put forward to assist parents and teachers to understand the development of a child. In addition, they also can be used to establish programs for special education and promote teacher education. This essay therefore looks at only two of these theories, Behaviorist theory and Maturationist theory, and how they apply in learning. Theory 1: Behaviourist Theory This is the theory through which the nature of human can be understood completely by or through the laws intrinsic in the normal environment. In as much as people can recall, they always have been interested over what makes them what they are in addition to which of their aspects of being that differentiates them from other kind of species. As per the behaviorists the answer is not anything more other than the world where they were brought up or grew. Skinner argues that pleasing experiences for example rewards are reinforces that are positive since they cause desired connections amid response and stimuli unlike experiences that are not pleasant for instance punishments which are reinforces that are negative since they make learners to shun unwanted stimuli responses. Moreover he states that reinforcement that is continuous increases the pace of learning and the absence of any as well shapes. Seasonal reinforcement retains that which is learned over a long duration whereas both unpleasant and pleasant model the behavior. Absence of acknowledgement in their behavior, they are probably going to receive some type of reinforcement. Even though many theories function to some extent with the presumption that people have some kind of free will as well as being thinking moral entities, behaviorism denies acknowledging the inner functioning of persons. In the thoughts of a behaviorist, people are nothing greater than ordinary mediators amid behavior and the environment. Theories of behaviorism of Bijou (1989) and Skinner (1974) also continue influencing that which goes on in institutions of learning, particularly some unique education programs. Behaviorist mechanistic theory puts emphasis on the duty of the environment on the development of an individual. The major objective therefore is setting ready the environment for suitable reinforcement. The Skinner's two examples contributions towards education entail modification of behavior plus programmed learning. All of the two depend largely on instant reinforcement, where a child has to show the “right” behavior and/ or generate the “proper” answer so as to be reinforced positively. Teachers who use the behavioral theory will need to consider any difficulty which a child may have as being stayed in the environment. According to Gesell (1925) extra emphasis on the environment, Skinner (1994) extra emphasis on nature confines our comprehension of the children as well as their differences. Application of the behaviorist theory has ended up in extra emphasis on secluded drill and skills, in addition to a heavy dependence on teacher- reinforced and teacher- directed activities. As a result teachers most times ignore the curiosity of children and prior knowledge. Theory 2: Maturationist Theory This theory puts focus majorly on development and minute on the influences of the environment. In essence this theory emphasizes that a child matures as he or she grows older and temperament and personality will be unearthed with minute influences from the environment surrounding the child. Gessell recognized developmental events or milestones which are to take place at precise levels of age that have been employed as useful guidelines for parents or guardians to track the development of their children. From the point of view of a maturitionist, environments of children ought to be adapted to their genetically determined characteristics and needs (Allen, & Marotz, 2009). The theory of maturational is biologically founded and assumes that a child matures at a rate that is proportional to his or her biological clock. Genetics advances development in a given order with minimal personal differences Leraning relies on development (Carlton & Winsler, 1999) and is unchanged or enhanced by nature, teaching or experience. In the maturational theory entails four behavioral fields, that is adaptive, motor, personal- social and language (Meyerhoff, 2006­). As per Gesell (1925), growth pattern and behavior in every area follow as per a given sequence. As a consequence of biological basis of each stage of development, children ought to pass through all the stages. For instance, children can only be in a point of walking when their neural system is mature sufficiently to permit them to walk. The theory of maturational spells out that absence of development in a child cannot be influenced by remedial work or educational stimuli (Carlton & Winsler, 1999). Maturity time is the only prove to give to an individual who has not attained developmental milestone. The theory of maturational has acted an important in the determination of readiness for school. At the start the theory of maturational influenced teaching reading (Meyerhoff, 2006­). . It was not thought that children were mature mentally enough for studying until the age of six and a half years. Following school readiness, reading in general was directed by the theory of maturational. The theory by Gesell was modeled by assuming that development is founded in biology, children change between bad and good years when developing, in addition that body kinds share a link with development of personality. The theory on maturational puts focus on mental and physical development, and Gesell perceived such patterns of development as being determined by heredity of a child (Weizmann, 2010). The development and growth of children from babyhood all the way to adulthood, Gesell observed and recorded. The theory of maturation takes the stand that nature has no effect on the development of a child. Actually in case a child suffers from any problem of development, it is held that it is from within the individual where the problem is and not due to the environment or circumstances of the child. Within the theory of maturational of child development, it is expected that children show given behaviors as per the maturational timetable (Smith & Shepard, 1987).This parents and teachers this is very useful, seeing a list of normal behavior in children at a given age. Gesell identified some aspects in development that include functional asymmetry, reciprocal interweaving, individuality and self regulation. Reciprocal interweaving was created to explain the process of development where two contrary tendencies slowly attain an effectual balance. For instance at the time a child develops an inclination for “handedness”, the child at first uses one hand then later the other, finally he or she ends up with an inclination pattern of both hands use (Gesell,1925). As well Gesell applied reciprocal interweaving concept to the personality development. Gesell states that, just the way motor behaves, personality also builds up as a forth and back pull amid two contrary poles. By giving an example of a child moving through a series of extroverted and introverted tendencies, starting at the age of three, till the double tendencies get balanced and integrated. Gesell held that process of development needs a temporal loss of equilibrium, yet followed by integration again at levels of higher organization. In functional asymmetry, Gesell realized that asymmetric development was ordinary in children. In behaviors of motor, this could be perceived in the tonic of an infant neck reflex, which babies choose to lie with their heads tuned to one given side. In self- regulation, Gesell held that newborn also could control their individual development. He established that infants are in a position to establish their individual timetables for sleeping and eating. Gesell in addition noticed mechanism for self- regulating in personality, equilibrium and overall integration (Gesell,1925). He understood development as a process in which behavior advanced in a pattern resembling a spiral, changing between disequilibrium and equilibrium as children enters new phases. Even at the moments when tension heightens, the mechanism for self- regulatory makes sure that the individual does not go in one direction too far. The position of Gesell is that the sequence of development in is ordinary to every child, but they differ in their personal growth rates. He gave a suggestion that such rates of growth are probably associated to variance in personality and temperament. For instance, he speculated that children who grow gradually may be cautious, have an even temper and patient, while those children who develop at a quicker rate are happy more outgoing, and have a quick reaction. Gesell held that the environment of a child should be regulated to the fit the growth style and temperament of the child. Discussion The theory of maturational is based majorly on heredity and biology while the behaviorist theory puts focus on the nature and bases the development of a child on factors of the environment. While in the maturation theory, a given negative issue of development is taken to originate from within the individual, but with the behaviorist theory the issue of development is taken to come from the environment where the child belongs (Allen, & Marotz, 2009). For the behaviorist theory it can be viewed to by just watching hoe the behavior of the child is modeled by the thing that earns reward or that which earns punishment. Parents and teachers many times depend on the behaviorist theory to underpin a healthy and positive behavior simultaneously attempting to do away with destructive and negative behaviors. As a professional teacher in science, one will use the behavioral theory to consider any difficulty which a child may have as being stayed in the class of science (Aldridge, & Goldman,2007). One will need to put extra emphasis on the subject, and relating the known to unknown for instance from nature to make the child understand. Application of the behaviorist theory has ended up in extra emphasis on secluded drill and skills, in addition to a heavy dependence on teacher- reinforced and teacher- directed activities. As a result the teacher will be in a position to consider the curiosity of children and prior knowledge. Conclusion The two theories are important and will continue to influence science and schools. The systems of school determine the age and readiness for school at which pupils get to school. Notwithstanding several contradictions, the theories have a lasting influence on culture. Even though not all concur with this perspective, yet these theories have to a large extent influenced education. Further, the two theories, especially the maturation theory, can be used as the basis for continued research in eugenics. Education and science will certainly witness the continued impact from the behaviorist and maturational theories. References Aldridge, J. & Goldman, R. (2007). Child development: Changing theories. Current Issues and Trends in Education, 96-99. Allen, K., & Marotz, L. (2009). Developmental Profiles: Pre-birth through twelve. Cengage Learning: Belmont, CA. Ames, L. Gillespie, C., Haines, J., & Ilg, F. (1979). The Gesell Institute’s child from one to six. New York: Harper & Row. Carlton, M. & Winsler, A. (1999). School readiness: The need for a paradigm shift. School Psychology Review, 28, 338-352. Gesell, A. (1925). 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