Arnold gesell and the maturation controversy |
| |
Authors: | Thomas C Dalton |
| |
Institution: | (1) College of Liberal Arts at California Polytechnic State University, San Luis Obispo |
| |
Abstract: | This article examines the work of Arnold Lucius Gesell and argues that he not only paved the way for contemporary research
in motor development, but that he and colleagues anticipated fundamental issues about growth that must be addressed by psychologists
and neuroscientists who are committed to the advancement of developmental science. Arnold Lucius Gesell was a pioneer in developmental
psychology when the field was in its infancy. He worked diligently for the rights of physically and mentally handicapped children
to receive special education that would enable them to find gainful employment. Gesell’s writings in books and popular magazines
increased public awareness of and support for preschool education and better foster care for orphans. Despite these achievements,
many of his successors have questioned his views about infant development. Developmental psychologists have criticized Gesell
for proposing a stage theory of infant growth that has fallen into disfavor among contemporary researchers. His conception
of development as a maturational process has been challenged for allegedly reducing complex behavioral, perceptual, and learning
processes to genetic factors. The author rejects this overly simplistic interpretation and contends that Gesell’s work continues
to stand the test of time.
Reprinted from Jaan Valsiner (ed.).Thinking in Psychological Science: Ideas and Their Makers. Transaction Publishers.
Previously published inFrom Past to Future, Vol. 3(2), Beyond Observing Human Nature: Theoretical Contributions of Arnold Gesell to Developmental
Science, pp. 7–31. @ 2001 Frances L. Hiatt School of Psychology, Clark University. Author: Thomas C. Dalton, Cal Poly State University,
San Luis Obispo, CA. |
| |
Keywords: | |
本文献已被 SpringerLink 等数据库收录! |
|