Development depends on maturation and learning
|
Maturation and learning are not separate and distinct causes of development. Rather they are closely inter-related, the one aiding or retarding the other. Maturation, which depends upon hereditary endowment, provides the raw material for learning and determines the more general patterns and sequences of individual’s behaviour. Show
But without practice, development would not take place through maturation alone. It is wrong to presume that maturation is limited to the pre-natal and learning to the postnatal periods of individual’s life. There are certain phylogenetic functions which are common to the race, e.g., crawling, creeping, sitting, walking etc. They are mostly due to maturation and less due to learning. There are other ontogenetic functions which are due to the individual only e.g., swimming, cycling etc. They are mostly due to learning and less due to maturation. The following facts emerge from our present knowledge of the interrelationship of maturation and learning: 1. Individual differences in attitudes, interest, ambitions and personality patterns are not due to maturation alone but due to maturation and learning. If development is the result of maturation alone, there would not have been individual personalities. 2. Maturation sets limits beyond which developments cannot progress even with the most favourable learning methods and the strongest motivation on the part of the learner (Gessell) The point has been stressed by Cattell and others when they said, “All learning and adjustment is limited by inherent properties of the organism.” 3. Inter-relationship between maturation and learning establishes a “timetable” for learning. The individual cannot learn until he is ready Development readiness provides the “teachable moment” when the task should be learned. As Scott has pointed out, “Any attempt to teach a child or animal at too early a period of development may result in his learning bad habits or simply in his learning “not to learn” either of which results may greatly handicap him in later life.” Trying to teach a child to read, for example, before his spontaneous vocalisations have developed will often dampen his interest in reading. Similarly forced toilet training often results in enuresis. Many under achievers in schools and colleges are the products of forced learning on the part of every zealous parents. Development and learning are considered as formally, historically, and conceptually different terms which, however, have a lot in common with regard to their psychological content. Development describes the growth of humans and other animals throughout the lifespan. This includes all aspects of human growth, including physical, emotional, intellectual, social, perceptual, and personality development. The scientific study of human development seeks to understand and explain how and why people change throughout life. In contrast, learning is NOT the result of biological maturation and growth or of temporary effects of internal and external factors. Often development and learning are used to mutually exclude the each other. Theoretical BackgroundOne of the interesting tendencies in contemporary psychology at the end of the twentieth century was a reconsideration of the nature of interaction between learning and... This is a preview of subscription content, access via your institution. Buying optionsChapter EUR 29.95 Price includes VAT (Singapore)
eBookEUR 2,675.00Price includes VAT (Singapore)
Hardcover BookEUR 2,499.99Price excludes VAT (Singapore)
Learn about institutional subscriptions Arievitch, I., & Stetsenko, A. (2000). The quality of cultural tools and cognitive development: Gal’perin’s perspective and its implications. Human Development, 43, 69–92. Google Scholar Case, R. (1996). Introduction: Reconceptualizing the nature of children’s conceptual structures and their development in middle childhood. In R. Case & Y. Okamoto (Eds.), Monographs of the society for research in child development: Vol. 61. The role of central conceptual structures in the development of children’s thought (Serial No. 246, 1–2, pp. 1–26). Chicago: University of Chicago Press. Google Scholar Galperin, P. (1982). Intellectual capabilities among older preschool children: On the problem of training and mental development. In W. W. Hartup (Ed.), Review of child development research (Vol. 6, pp. 526–546). Chicago: University of Chicago Press. Google Scholar Galperin, P. (1989). Organization of mental activity and effectiveness of learning. Journal of Soviet Psychology, 27(3), 65–82. Google Scholar Кuhn, D. (1995). Microgenctic study of change: What has it told us? Psychological Science, 6, 133–139. Google Scholar Perret-Clermont, A.-N. (1993). What is it that develops? Cognition and Instruction, 11(3/4), 197–205. Google Scholar Siegler, R. S. (2000). The rebirth of children’s learning. Child Development, 71(1), 26–35. Google Scholar Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press. Google Scholar Download references Author informationAuthors and Affiliations
Authors
Corresponding authorCorrespondence to Andrey I. Podolskiy . Editor informationEditors and Affiliations
Rights and permissionsReprints and Permissions Copyright information© 2012 Springer Science+Business Media, LLC About this entryCite this entryPodolskiy, A.I. (2012). Development and Learning (Overview Article). In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_312 What is the role of maturation and learning in development?So the ability to act, react and behave responsibly comes from maturity. So while learning comes from experiences and practice, maturity comes from individual growth without any external stimuli. In fact, we can say that maturation is essential for learning skills. Attaining maturity enables in learning new skills.
How maturation is related to development?Maturation is the development of individual and behavioral characteristics through growth. Generally, less quantifiable and is more emotional, and intellectual, where organisms grow within structure. An example, brain development resulting with an ability to handle more complex tasks.
What is maturation and learning?Maturation vs Learning
According to psychologists, learning is a process that results in a behavioral change in the individual. Maturation, on the other hand, is a process where the individual learns to react to situations in an appropriate manner.
What is maturation and development?Maturation is a stage of completion of growth and strengthening of acquired mental, social and emotional development. Maturation is essentially a process of refinement and modification from within and inborn ripening and progress of capacities of the organism. Maturation is an essential precondition of learning.
|
