Epigenetic theory: Piaget’s epigenetic theory contends that children develop through a series of stages, gaining new abilities as they mature and develop.
Developmentalism: Ideas or practices specific to the field of early childhood education shaped by developmental theories such as those proposed by Piaget, Gesell, Vygotsky, and Erikson (as seen in ‘developmentally appropriate practices’).
Nature/Nurture: Developmental theories often posit that development is influenced more by nature (genetic inheritance or biology) or nurture (the environment or context in which the child lives and develops). Froebel and Gesell both saw development as unfolding according to a predetermined biological plan (nature), which behaviourists such as Pavlov, Skinner, and Bandura argued that the environment was dominant (nurture). However, current thinking is that both influence development.
Attachment theory: John Bowlby’s attachment theory posits that children form intense emotional bonds with their primary caregiver as a means of survival.
Evolutionary theory: Charles Darwin’s evolutionary theory suggested that the inherited characteristics of humans, and other organisms, evolve over time to increase their probability of survival. Twentieth century adaptations of this theory suggested that there were genetic limits to human potential. Race, ethnicity, and socioeconomic status were thus attributed to the person having weak genetic material. These adaptations of evolutionary theory emerged at the same time as the field of developmental psychology and influences can be seen in a number of early child development theories.
Eugenics: Eugenics ideologies (prevalent predominantly in the 1920s and 30s) were derived from evolutionary theories that considered particular groups of individuals to possess inferior genetic material. The eugenics movement focused on encouraging those individuals who were believed to have superior genetic material to reproduce while discouraging those who were believed to have inferior genetic material. It was the basis for a number of harmful policies in various contexts, such as forced sterilization of individuals positioned as being “deficient”.
Recapitulation theory: In recapitulation theory, human development is seen to repeat the historical evolution of the species. As described by Hall, individual human development (ontogeny) repeats or recapitulates the development of the human race (phylogeny) from savage to civilised. When coupled with race theory, recapitulation theory ranked humans from most to least civilised according to their race.
Residential schools: Stemming from racist theories such as recapitulation theory, residential schools were formed in in Canada, Australia, the United States and other countries in the nineteenth and twentieth centuries to force Aboriginal/Indigenous children to assimilate into the dominant culture. Children were separated from their families, banned from speaking their home languages and were clothed, fed, and socialized in a manner that was consistent with the dominant society. The cultural genocide and other abuses suffered by these children has caused intergenerational trauma that has endured after these schools were closed.
Cultural deprivation: Beginning in the 1960s, this term was used to refer to the notion that school could be used to remedy perceived deficiencies related to children’s cultural and social circumstances. Home languages and cultures were not reinforced because they were seen to position culturally diverse children as deficient or at-risk of school failure.
Contextual theories: Contextual theories of development take into account the political, social, economic, geographic, and cultural factors that influence children’s development and learning. These theories consider the influences of biology or heredity as it interacts with environmental influences such as the family and culture. Some examples are Bronfenbrenner’s and Vygotsky’s theories.
