![]() However, he did not believe they were blank slates, but instead developed according to a natural plan which unfolded in different stages (Crain, 2005). ![]() Jean-Jacques Rousseau (1712-1778): Like Locke, Rousseau also believed that children were not just little adults. Locke’s ideas laid the groundwork for the behavioral perspective and subsequent learning theories of Pavlov, Skinner and Bandura. Locke indicated that the environment exerts its effects through associations between thoughts and feelings, behavioral repetition, imitation, and rewards and punishments (Crain, 2005). Locke emphasized that the environment is especially powerful in the child’s early life because he considered the mind the most pliable then. Locke advocated thinking of a child’s mind as a Tabula Rosa or blank slate, and whatever comes into the child’s mind comes from the environment. He believed that through education a child learns socialization, or what is needed to be an appropriate member of society. John Locke (1632-1704): Locke, a British philosopher, refuted the idea of innate knowledge and instead proposed that children are largely shaped by their social environments, especially their education as adults teach them important knowledge. ![]() The environment was thought to play no role in determining development. Children were believed to possess all their sensory capabilities, emotions, and mental aptitude at birth, and as they developed these abilities unfolded on a predetermined schedule (Thomas, 1979). ![]() Preformationism, or the belief that a tiny, fully formed human is implanted in the sperm or egg at conception and then grows in size until birth, was the predominant early theory. Preformationist View : Well into the 18th century, children were merely thought of as little adults. ![]()
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