Great Ideas from the Brain Sciences: Learner Development
By: Mirela C. C. Ramacciotti
Have you ever wondered where the ideas of “learner development” and “age appropriate” come from? These concepts did not always exist. There was a time when it was believed that children were just little adults. So, you could teach any learner at any age, any content, and if they were smart, they would learn it. But now we know that the brain does not have the structures to learn certain things until certain ages, such as not being able to learn to read before age 5.
At a time when brains were still regarded as “black boxes” (the notion that we should not try to speculate on what is happening in the brain, only look at what goes in and what comes out), two scholars from neighboring countries focused our attention on developmental stages: the Austrian Heinz Werner (1890-1964) and the Swiss Jean Piaget (1896-1980).
Werner’s orthogenetic principle is a theory he developed to explain how organisms evolve. According to his theory, organisms are not only influenced by external factors, but are also driven by internal needs, motivations, and tendencies to develop in a certain direction. Werner’s theory helped us understand that children’s growth is not a linear process, but rather a series of ongoing transformations driven by development – be it emotional, cognitive, linguistic or physical. Thus, development could happen differently in stages irrespective of age and occur under different times and conditions. In other words, children’s development progresses through multiple stages that are interconnected and build upon one another. That gave us a view of learning as happening in steps.
Piaget, on the other hand, shaped developmental epistemology by studying how human cognition evolves in early life. He believed that intelligence reflects the ability to adapt and can be verified by the mental concepts (or schemata) that children develop and augment by constantly manipulating their models of reality. Piaget’s theory of cognitive development proposed four stages of development, from infancy to adolescence, each building on the previous stage:
From age 1-2, children typically develop a sense of self as a separate entity in the world. This is known as the sensorimotor stage. During this stage, children want to touch and taste everything, as in this video, and they use language mainly for immediate requests.
From 3-7, children become more aware of their surroundings. This is known as the preoperational stage. They come to understand that things work a particular way, such as in this video. During this stage, language is used as an increasingly adequate way to explore concepts. They still have trouble understanding what they think is not what everyone thinks.
From 8-11, children typically develop logical thinking abilities. This is known as the concrete operational stage, as seen in this video. This stage is characterized by children being able to compare and contrast, with language used more concretely to understand time, space, and quantity.
From 12-15, individuals can typically manipulate thought and perform abstract operations. This is known as the formal operational stage, as in this video. During this stage, language is used for theoretical and hypothetical thinking.
By understanding Werner and Piaget’s theories, we can today account for universal laws of development and appreciate the timeliness of sensitive periods. Their work highlighted the importance of stages and has paved the way for research impacting our understanding of how people learn, perceive, and interact with the world.
For More Information
Heinz Werner’s Life, Ideas, and Contributions to Developmental Psychology in the First Half of the 20th Century
Curious to learn more? This article dives deeper into Heinz Werner’s early career, his work at Clark University, and his influential theories on development. Explore his holistic approach and its lasting impact on psychology, from perception to culture.
Werner’s Relevance for Contemporary Developmental Psychology
Joseph A. Glick examines Heinz Werner’s enduring relevance to contemporary developmental psychology. The article explores how his core theories, particularly those on comparative psychology, perceptual development, and symbol formation, align—or clash—with modern research and practices. If you’re interested in how Werner’s approach challenges conventional developmental frameworks, this article provides a deep dive into his work and its potential impact today!
The Enduring Influence of Jean Piaget
This article revisits a 1970 Psychology Today interview with Jean Piaget, exploring his lasting influence on developmental psychology. It examines Piaget’s insights into intelligence, education, and epistemology while addressing key criticisms of his theories. If you’re interested in how Piaget’s ideas continue to shape—and challenge—modern psychology, this piece provides an in-depth reflection on his legacy.
Mirela C. C. Ramacciotti is presently engaged as an external lecturer on the topic of Mind, Brain, and Education at the Graduate Level Course with the Psychology Department at the University of São Paulo. She holds a PhD in Neuroscience and Behavior and another in Human Communication Disorders.