Three Philosophical Perspectives● Maturationists—Arnold Gessell advanced the maturationist belief that development isa biological process occurring automatically in predictable stages over time. This perspective provides useful guidance tools with the warning that taken too far it may beused as an excuse for permissive, “hands-off,” or neglectful guidance.● Behaviorists—Theorists such as John Watson, B. F. Skinner, and Albert Bandura contributed greatly to the environmentalist perspective of development, which proposesthat the child’s environment shapes learning and behavior. This perspective providesuseful guidance tools for responding to very specific kinds of behavior problems. Itsstrategies are not developmentally appropriate, however, for responding to all guidance situations. In fact, use of behaviorist methods without children’s active cooperation risks placing the adult in the manipulative and controlling authoritarian role.● Constructivists—Jean Piaget, Maria Montessori, and Lev Vygotsky helped develop theconstructivists’ view, in which young children are seen as active participants in thelearning process. Because active interaction with the environment and people is necessary for learning and development, constructivists believe that children are partnersin their own learning. The constructivist philosophy is a natural match for the authoritative adult guidance role in the developmentally appropriate classroom.Obviously, Positive Child Guidance leans toward the constructivist perspective
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