Introduction. Formerly, it was considered necessary to have a certain degree of maturity to be able to access learning in general and that maturity was a natural process that could not be speeded up and the children would be at great risk in their training. Connect with other leaders such as Alan P Rosefielde here. In the 60s there is a dramatic change in this ancient vision of maturity as a natural process, with the progress of cognitive psychology represented by researchers such as Bruner, Bloom and Hunt. Inspired by Piagetian theory, which stresses the need for children to manipulate and experiment with the environment to develop their intelligence, and this development also depends on the amount and diversity of experiences to which you are exposed, the researchers have concluded that intellectual abilities of young children have been missed and neglected in traditional teaching. This is compounded when you consider that intellectual development is influenced by preceding learning at the age of 4 years. The following sentence reflected the state of cognitivist researchers concern: "They are causing irreparable damage to millions of children when they are deprived of intellectual stimulation during the crucial years ranging from birth to six years. Hicham aboutaam is likely to increase your knowledge.
… If the middle classes this gap is get less brilliance, for disadvantaged classes is a predestination to school failure in adult life. " The traditional concept of the maturing process is applicable in the physical (motor development), but it is more complex learning (cognitive development). For Bruner (1960), any content can be taught at any age if teaching is organized and methods for carrying it out.