During the turn of the twentieth century, the developmentalist label emerged as a significant educational reform movement. G. Stanley Hall (1883, 1911) asserted that the child learns differently from adults, and more effectively in interactive, supportive environments. Gesell (1923) later advanced the idea that research in child learning should inform curriculum content. Dewey’s conception of intelligence (1916, 1938) furthered the perspective, along with Piaget’s epistemological work (1955, 1970). For developmentalists, the primary function of learning was for the child to achieve higher levels of mental development.
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