What Are The Connections Between Early Childhood Development Theorists And Their Theories?

A theory consists of generalisations, assumptions and principles that help form our interpretation of development and learning. (Gordon Biddle, K.A., Garcia-Nevarez, A., Roundtree Henderson, W.J., & Valero-Kerrick, A, 2014:84) In this assignment, early childhood development theorists and behaviorists and their theories will be discussed. Connections will be made between these theories and the child (“Jeremiah”) that I was given in Grade R at Funda Ujabule School. The application of each theory will be based on the observations made during my group’s visits to the classroom. A reflection will also be done in order to improve, embrace and learn more about early childhood development, behaviour and the application of its theories within a classroom.

In this theory, Bronfenbrenner believed that child development occurs in four “nested” systems that interact with the chronosystem. (each level that comes next is contained in the previous level) (Donald, D., Lazarus, S., & Lolwana, P, 2010: 40-41) These are the microsystems (the child’s immediate environment where proximal interactions are found), the mesosystems (where different microsystems interact), the exosystems (things that influence the child indirectly) and the macrosystem (the values, beliefs, cultures, and social and economic structures etc. of a child). The interaction between these systems are affected by the chronosystem (developmental time). This means that the “period of time” and the “age” of the child that a certain event takes place will affect the child’s development. These systems interact together and affect the way a child develops to a great extent. However, Jeremiah never brought up his home life or his values and culture, so I was not able to integrate these aspects of his

I was able to observe his different relationships. Looking at Jeremiah as an individual, he liked playing with other children in groups. However, he did not have a problem with playing on his own which I observed a few times. He was content to get on with things on his own. Jeremiah has many friends within the classroom and easily socializes with other children. No child excludes him or treats him like an outcast. However, at times, Jeremiah appeared frustrated when waiting his turn or when another child couldn’t figure out how to do something or when he had to share certain toys etc. with peers. Jeremiah has a good relationship with his teacher. He is able to answer the teacher when asked a question and is able to speak freely in front of the class without fear of being teased or laughed at. Jeremiah is active during class activities and participates when it is required. The different aspects of Jeremiah’s ecosystem/surroundings at school therefore integrate in a way that has a positive effect on his development and