Theories Related to Early Childhood Development

Running head: Diploma in early childhood education and care
Diploma in early childhood education and care
-Theories related to early childhood development
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1Diploma in early childhood education and care
Skinner’s Imitation Theory:
Skinner’s Imitation theory is based on the concept of operant conditioning, and
reinforcement of behaviour. The reinforcement can be either positive or negative. Positive
reinforcement encourages behaviour, while negative reinforcement discourages it. However
negative reinforcement should not be confused with punishment. This theory can also be used
to understand the development of language in children. It proposes that children learn
language by imitating sounds, and repeat they if it is positively reinforced, but will less likely
be to repeat it, if negatively reinforced. Positive reinforcement can be in the form of rewards,
smile, and hug, giving verbal confirmation, giving attention or affection (Kymissis and
Poulson 1990).
Piaget’s Theory:
Piaget’s theory proposes that children learn through interacting with their
environment. This act of exploration and active participation also can lead to the development
of speech and language. When children are trying to speak, read or write, it causes their
active participation, and thus helps the development of language. Ability to understand the
language of others, by listening to them is important for the development of communication.
Moreover, this theory can also be used to explain how children learn from their friends,
through active communication (Piaget 1964; Pritchard 2017).
Bruner’s Theory:
Bruner’s theory proposes that information or knowledge is encoded or stored in our
memory in three modes: enactive (information based on action), Iconic (information based on
images), Symbolic (information based on a code or symbol). This can explain the
development of speech, language and communication based on the ability to comprehend

2Diploma in early childhood education and care
abstract ideas. Also, explains how language can develop when adults are working with
children, providing role model, helping them to understand their environment, teaching them.
Children are able to pick up on the correct use of words in this process (Bruner 2014).
Vygotsky’s Interactionist Theory:
The Social Interactions Theory explains how language is acquired through learning
during social interactions and experiences with an adult who is knowledgeable linguistically.
This theory proposes the concept of Zone of proximal development also called ZPD. ZPD
can be understood as the zone between the current knowledge and the knowledge they need
to acquire next. In the act of scaffolding, an adult, who is more competent, will provide
guidance and support to the child, thereby aiding their learning process. Language, speech
and communication can develop through such pathway (Daniels 2016).
Chomsky’s Nativist Theory:
Chomsky’s Nativist theory suggests that language is an innate ability of humans. This
implies that we are born with the inherent capability to learn language and communicate.
This inherent ability is due to a set of mental rules, which can be referred to as ‘universal
grammar’. Thus children will tend to learn language naturally from their environment.
However, it can be presumed that with support, the acquisition of language and ability to
develop communication skills can be greatly facilitated (Mehrpour and Forutan 2015).
Lenneberg’s Critical Period Theory:
The Critical Period Hypothesis by Linneberg proposes that the developmental period
for language is limited to only in the first few years in the life of an individual, during which
the essential cognitive faculties develop. The theory also adds that if presented with the
correct stimulus during the critical period, language acquisition can occur Learning of