Critical Excerpts (Critiques) On Children’s Behavioral Development (CBD)

Adel M Agina

doi:10.4172/2329-9525.1000e104

Abstract

The seminal research regarding the contemporary Children’s Behavioral Development (CBD), specifically Children’s Private Speech (CPS) and Self-Regulation Learning (SRL), began in 1920s with the early work of Vygotsky and Jean Piaget 1950s. Since that time, the research came up with different and various outcomes associated with many and various critiques that the new research should take into account. Those critiques may lead the future work of CBD.

Highlights

The seminal research regarding the contemporary Children’s Behavioral Development (CBD), Children’s Private Speech (CPS) and Self-Regulation Learning (SRL), began in 1920s with the early work of Vygotsky and Jean Piaget 1950s
Vygotsky believed that SelfRegulation Learning (SRL) is behavioral appearing after and as a result of regulation by others in a specific task and promoted by external regulators
Given the fact that CPS and thinking aloud (TA) have the same mechanism of occurrences, the literature still lacks such a research that clearly show the difference between them and how can CPS be distinguished from TA?!

Summary

Introduction

The seminal research regarding the contemporary Children’s Behavioral Development (CBD), Children’s Private Speech (CPS) and Self-Regulation Learning (SRL), began in 1920s with the early work of Vygotsky and Jean Piaget 1950s. Vygotsky believed that SelfRegulation Learning (SRL) is behavioral appearing after and as a result of regulation by others in a specific task and promoted by external regulators. Some researches [2,3,4], have briefly formulated what the previous work of SRL concluded as an empirical research question ‘‘how learners become strategic decision makers rather than strategic planner’’. This answer, remains challenged up to date

Some Theoretical Critiques

Some Experimental Critiques

Some Methodological Critiques

Findings

Some Critiques on Task Performance