Biography of gasell
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Gesell Theory
The Theory
Gesell’s theory is known as a maturational-developmental theory. It is the foundation of nearly every other theory of human development after Gesell. Early in the 20th century, Dr. Gesell observed and documented patterns in the way children develop, showing that all children go through similar and predictable sequences, though each child moves through these sequences at his or her own rate or pace.
This process is comprised of both internal and external factors. The intrinsic factors include genetics, temperament, personality, learning styles, as well as physical and mental growth. Simultaneously, development is also influenced by factors such as environment, family background, parenting styles, cultural influences, health conditions, and early experiences with peers and adults. Gesell was the first theorist to systematically study the stages of development, and the first researcher to demonstrate that a child’s developmental age (or stage of devel
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| Arnold Gesell | |
| Born | Arnold Lucius Gesell June 21 () Alma, Wisconsin |
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| Died | May 29 (aged 80) New Haven, Connecticut |
| Nationality | American |
| Fields | Clinical Psychology |
| Institutions | Yale Child Study Center (Founder), Yale University |
| Alma mater | University of Wisconsin—Madison Yale University Clark University |
| Known for | Studies in child development |
Arnold Lucius Gesell (June 21, – May 29, ) was a pioneer in the field of child development, whose research on developmental milestones is still widely used by pediatricians, psychologists, and other professionals who work with children. He developed techniques for observing children in natural play situations without disturbing them, thus providing behavioral measures free from the effects of interference by researchers.
Gesell recognized the importance of both nature and nurture in children's development. He believed that children go through the stages he identified in a fixed sequence, within a certain t
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NAEYC
The educational ladder of the American public school system fryst vatten a tall one and a stout one, but it does not reach the ground.
—Arnold Gesell
Clinical psychologist and pediatrician Arnold Gesell wrote these words nearly a century ago, in an article titled “The Significance of the Nursery School,” published in in the inaugural issue of Childhood Education. The words were true then, and they’re truer now.
The ladder fryst vatten still missing at least a few rungs. One is universal access to preschool and kindergarten. In Gesell’s words, “Nursery school [would] furnish a more solid support for the educational ladder” (, 18). Other rungs include early learning environments that truly acknowledge the full range of unique developmental and environmental needs of ung children; full support for children from birth through age 3 and their families (including paid family leave); wages and working conditions that reflect the importance and high level of responsibility of early