Child Development

Maturation and Learning

An important process underlying developmental change is maturation (sometimes called predetermined development). Maturation refers to the biological unfolding of an individual according to the hereditary information passed from parents to child at the moment of conception (fusion of gametes). Growth is guided by an inherent process, or an inborn maturational blueprint. This process helps explain how all children follow the same sequence of changes during development (biological program). In this manner, the discontinuous or stage theory of development is attributed in many respects to our biology. Stage theorists accept that development takes place through a series of unique steps, each characterized by qualitative changes in physical attributes, thought, emotions, and behavior. For example, a certain degree of physical maturation is necessary in order for a child to sit up and then walk. Further development is predicated upon already-existing achievements.

A second developmental process is learning. Learning refers to changes in cognition, feelings, and behaviors as a result of a child's experiences. Children develop within context: While a certain level of physical maturation is required in order for a child to read (e.g., brain development), experience (e.g., reading instruction, practice) will promote the ability to read. In other words, developmental changes occur due to environment. Unique historical/cultural contexts (from the familial to a broader level) transmit patterns of beliefs, customs, values, and skills through socialization. Abilities are just as dependent on modeling, practice, and the motivation to engage in particular behaviors as physiological maturation. Indeed, the concept of developmental readiness depends upon a combination of heredity and experience. Experience may facilitate development when the necessary maturation has occurred.

There is a long-standing debate about the relative influence of heredity (nature) or environment (nurture) on development. Early theorists (e.g., Arnold Gesell, 1880–1961) emphasized genetics as the determining factor. There has been little disagreement over the predominant role of genetics in the determination of individual differences in physiology. However, there has been less certainty regarding the influence of heredity on cognitive and social behavior. In general, theorists who believe developmental attributes are resistant to modification (plasticity or capacity to change) emphasize the importance of genetics. Those who regard environment as important emphasize early learning experiences as affecting development through to adulthood. Contemporary theorists generally accept that unique combinations of nature and nurture affect development, but there is still contention over which contributes most to particular developmental changes.

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