Theories of Learning: 3 Theories | Psychology

The three main theories of learning: 1. Natural Unfoldment Learning Theory, 2.The Mental Discipline Theory of Learning, and 3. Apperceptive Mass Theory of Learning. In each of these theories there are now sub-theories, additions, and variations. This week we will focus on the Natural Unfoldment Learning Theory.

Natural Unfoldment Learning Theory

This theory on the nature of learning stems logically from the theory that man is naturally good and at the same time active in relation to his environment.  Jean J. Rousseau (1712-1772) a philosopher from Geneva, Switzerland. Later, the Swiss educational reformer Heinrich Pestalozzi (1746-1827) Zurich, Switzerland, and the German philosopher, educator, and founder of the kindergarten movement, Friedrich Froebel (1782-1852), Oberweissbach, Germany, used this outlook as a basis for their pedagogical thinking. The over-all philosophical framework of the natural-unfoldment position often is labeled romantic naturalism.

Personal Commentary

There is very little agreement on what is now called The Golden Age of Education, so I will have to give you my version. In 1955, my sixth year of teaching in three "Traditional School Districts” I took a position in the Barrington, Illinois School District. It was there that I was introduced to the beliefs and methodology of Jean J. Rousseau, Heinrich Pestalozzi, Friedrich Froebel, Maria Montessori, and other more modern child-centered educators, such as John Dewey. I spent the next nine years teaching elementary and junior-high school as a child/centered teacher. From 1967 until my retirement as a college professor in 2004, I was a student/centered professor.  

The Three Leaders in Natural Unfoldment

When one reads the beliefs of Rousseau, Pestalozzi, and Froebel, one is struck by the similarity of thoughts, ideas, and feelings. I believe had they all lived at the same time, they would have been close, friendly scholars. There were differences in status.   Rousseau was mainly a philosopher with beliefs on Human Nature - children were born good; active in learning activities rather than passive/reactive. The government was to serve the common good, education was to be child-centered and encourage natural development and active self-determination.

Pestalozzi was the "Father of Pedagogy".an educator who used the term “whole child” that is much in use by today’s progressive teachers - developing the "whole child" with a child-centered learning model. He is known for his belief that every child, regardless of background, has the potential to learn, Pestalozzi revolutionised education by advocating for a holistic approach that featured the “head, heart, and hands.” (The head (intellect), the heart (morals/emotions), and the hands (practical skills). 

Friedrich Froebel (1782-1852) was a visionary German educator whose innovative ideas revolutionised early childhood education.

As the pioneer of the kindergarten ('The Garden of Children') movement, Froebel introduced the concept of play as a central element in the learning process for young children.

Born in Oberweissbach, Germany, His formative years were influenced by a profound connection with the natural world, which later became a cornerstone of his educational philosophy.

Froebel's career began as a teacher, but it was his studies in theology, philosophy, and pedagogy that truly shaped his educational theories. He believed that children are inherently creative and that their development is best nurtured through structured play. This belief led him to develop a unique approach to early childhood education, emphasising the importance of play, creativity, and hands-on learning experiences.

Froebel's theory is an early childhood education philosophy that emphasizes learning through play, with a focus on the holistic development of the child, including physical, emotional, social, and intellectual growth. Key principles include the importance of nature, hands-on experiences, and creating a stimulating "prepared environment" where children can freely explore, discover, and create with sensitive guidance from an adult. 

Principles Shared by These Three Creative People

I believe these principles are inherently included in each of their philosophies.

• Play as the highest form of learning: It is the most natural and effective way for children to learn, develop, and express themselves. 

• Holistic development: Children's development is interconnected and includes all aspects: physical, emotional, social, and spiritual. 

• Freedom with guidance: Adults should provide a supportive and guided environment that respects a child's individual pace and freedom to explore, discover, and create for themselves. 

• Learning through nature: Children can find learning in nature, including activities such as gardening. 

• Hands-on materials: Specific educational materials, such as blocks, to help children move from concrete experiences to abstract concepts. 

• Unity and connectedness: Everything in the universe is connected - this understanding can be fostered through play and materials. 

• The prepared environment: The classroom itself is considered a tool for learning, and the environment should be carefully prepared with a variety of materials and opportunities for exploration. 

  
  

Play is the work of the child.   Maria Montessori