Maturation Concept and Environmental Influences on Development
Maturation Concept
The term maturation was not known before Arnold Gesell examined this concept, coined as a necessary predisposition for operating all existing systems. Gesell said that in the mature stage there are many maturities; these maturities are stages where the body reaches sensitivity to new stimuli. This concept is what all biologists have stated: ripening is an anatomic-physiological process that is genetically determined and characteristic of each species.
Experiments Based on Maturation and Stimuli
Experiments were made based on three concepts:
1. Maturation vs. Stimuli (Exercise)
Experiments were performed on animals. Spelding’s note was that if limbs are cut, maturation occurs before expected. His experiment involved two groups of swallows:
- Experimental Group (Restricted Stimuli): Put into hollow tubes where they could meet all biological needs but could not move.
- Control Group (Free State): Allowed free movement.
When the control group spontaneously began flying, the experimental group also flew immediately. This activity is genetic and does not affect maturation.
Different authors continued experimenting. A very interesting one with salamanders was made by Carmichael, involving three groups: an experimental group, a control group, and a reserve pool.
- The control group was put in clean water.
- The experimental group was put in water with a bit of anesthetic.
Phylogenetic activities are not affected by the lack of incentives, but in humans, they are very changeable in the early years.
2. Overexertion Before Maturation
Experiments were conducted with twins regarding toilet training. In twin 1, training was done very well; in twin 2, it was done poorly, leaving him half-trained. However, the poorly trained twin did not control his sphincters more than the other. Training is only effective when maturation occurs.
3. Stimuli Restriction (Carmichael)
The third group (anesthetic) was kept longer than the other groups. When this group was put in clean water, they did not swim and never learned. There is a critical period in which, if certain stimuli are not given, learning will never occur.
Every act implicitly drives these basic qualities:
- Physical: Strength, endurance, flexibility, and speed.
- Coordinator: Coordination and balance.
Environment
Environment is everything that surrounds the human being: climate, nature, society, books, radio, friends—ultimately, everything. Etymologically, it comes from Ambir, meaning ‘to go around.’ When talking about everything surrounding the human being, there are several groups:
Formal Education
Part of the environment. It is regulated and structured (educational institutions), as previously thought that the subject learns in schools.
Non-formal Education
It aims to educate, but lacks formal structure and is designed with a succession of knowledge (e.g., the family educates as best it can).
Informal Education
It has no intention of educating, nor rules or systems, but it educates. It affects the individual both positively and negatively (a group of friends, television, etc.).
Cosmic Education
This encompasses everything around us (where the previous three are located) that affects the individual. It trains the individual with different genetics depending on how each of the previous educations affects them.
Besides the environment, other factors affecting interindividual differences include stimuli, the mother-child relationship, and the socio-economic and cultural environment.