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Prelinguistics Child Development: The level of the prelinguistics child development's neurological and physiological development determines the kinds of learning that can take place. Accordingly, the age at which a particular task should be taught to a prelinguistics child development depends on the complexity of the skill, the degree of co-ordination and mental ability involved, and the rate of that particular prelinguistics child development's development. A little practice at the appropriate stage of maturation is more effective than a lot when the prelinguistics child development is too young.
Even if a prelinguistics child development has made a poor start, it may be corrected by later life experiences, with the help of an understanding adult or through association with a chum or a group of peers. For example, in a family limited in intelligence and income, but blessed with genuinely warm feelings toward one another, the development of one prelinguistics child development took place as follows: At twenty months the prelinguistics child development was unweaned, had temper tantrums, and was retarded in language development. At this time a clinical study of the prelinguistics child development was made and discussed with the mother.
A major issue among a generation of prelinguistics child development psychologists was the nature vs. nurture controversy—the debate about the relative influence of heredity and environment on development. An American, G. Stanley Hall, sometimes called the father of prelinguistics child development psychology, brought to prelinguistics child development psychology the view that genetics is the determining factor. Among Hall's more influential students were Arnold Gesell, a pediatrician who was concerned with early behavioral development generally, and Lewis M. Terman, a psychologist who was concerned primarily with intellectual development. |
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