MATURATIONAL THEORY

Arnold Gesells Maturational Theory

Arnold Gesell
Arnold Gesell (1880-1961) was a pioneer in the field of developmental psychology. He
obtained his Ph.D. from Clark University in 1906 and specialized in child development. In 1915,
Gesell earned an M.D.at Yale University in pediatrics. He was an assistant professor at Yale and
established the Clinic of Child development and served as their director (Thelen & Adolph,
1994). Initially, Gesell was interested in children who developed abnormally (e.g. mental
retardation). He helped develop special education programs and promoted teacher education in
this area (Miles, 1964; Fagan, 1987). Although Gesell maintained his interest in children with
disabilities, he began studying the development of children without disabilities (Weizmann,
2010).
Gesell conducted one of the first quantitative studies in human development focusing on
young children. Gesells studies resulted in the Gesell Development Schedules that have been a
basis for current scales of early development (Brooks & Weintraub, 1976; Ames, 1989; Thelen &
Adolph, 1994). He catered his research to helping parents and educators understand child
development. Gesell was regarded as the expert on child development and childrearing and wrote
several widely read books (e.g. Infant and Child in the Culture of Today, 1943 and The Child
from Five to Ten, 1946). U.S. adoption policies were influenced by Gesells work (Herman,
2001). Gesells maturational theory (1925) was perhaps his most significant contribution to child
development (Oppenheim, 1982) and continues to impact American education.
Description of Theory
The maturational theory is biologically based and assumes that children mature at rates
according to their biological clock (Allen, & Marotz, 2009). Genetics promotes development in a

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specific sequence with minimal individual differences (Meyerhoff, 2006). Learning depends on
development and is not changed or effected by environment, experience or teaching (Carlton &
Winsler, 1999).
There are four fields of behavior that are included in the maturational theory (i.e., motor,
adaptive, language, and personal-social; Meyerhoff, 2006). According to Gesell (1925), behavior
and growth patterns in each of these fields are predictable and follow a specific sequence.
Because of the biological basis of each developmental stage, children cannot be rushed through
any stage (Killoran, 2003). For example, children are able to walk when their neurological
system is mature enough to allow them to do so (Dalton, 2005; Gesell & Ilg, 1949). The
maturational theory says that a childs lack of development cannot be impacted by educational
stimulation or remedial work (Carlton & Winsler, 1999). Time to mature is the only support that
can be given to children who have not reached a developmental milestone (Smith & Shepard,
1987).
The maturational theory has played a significant role in determining school readiness.
Initially the maturational theory impacted teaching reading (Morphett & Washburne, 1931).
Children were not thought to be mentally mature enough for reading until 6 years of age.
Following reading, school readiness in general was guided by the maturational theory. Present
practices in school readiness are discussed in a following section.
Developmental age is referred to as the age at which the child is functioning as a total
organism-the social, emotional, intellectual, and physical components are interdependent
(Gesell Institute, 1985, p. 1). Gesell believed a child was most successful in school when
readiness and promotion were based on developmental age (Ames, Gillespie, Haines, & Ilg,

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1979). He was one of the first physicians to discuss achievements according to age, which
parents appreciated and found easy to understand (Allen & Marotz, 2009).
Measurement and Instrumentation
A variety of versions of the original Gesell School Readiness Screening Test (GSRST;
Ilg, Ames, Haines, & Gillespie, 1978) have been developed to measure child development. The
Gesell Developmental Observation-Revised (GDO-R) (2010) is the most current developmental
screening assessment based on Gesell used to determine where a child is functioning
developmentally (Gesell Institute, 2010). The GDO-R is based on observation in all areas of
child development including language, cognitive, fine and gross motor, social and emotional,
adaptive behaviors and overt behaviors. The GDO-R consists of a developmental assessment,
and teacher and parent questionnaires (Gesell Institute, 2010). Results from GDO-R are
qualitative and provide an inclusive description of a childs developmental status.
Although a the versions of the GSRST have changed over the years, the interpretation
process has remained the same. The GSRST required a standardized administration, but was
interpreted clinically (Lichtenstein, 1990). A single reference source was not available to show
how the test should be interpreted; therefore, much of the interpretation depended on the
judgment of the examiner. Examiners interpret test performance based on their knowledge of
developmental expectations for typical test behaviors (Lichtenstein, 1990, p.362). The validity
of the GSRST as well as subsequent versions, have been questionable because of the heavy
reliance upon clinical interpretation. According to Lichtenstein (1990), the GSRST should not be
used for a primary determinate of school readiness but could be a useful source to contribute to
developmental assessment.

MATURATIONAL THEORY

Specific training is required in order to become an examiner. Potential examiners must

attend workshops and refresher courses are required every five years. An examiner can become a
qualified examiner by attending additional workshop training sessions and experience
administering the test (Gesell Institute, 2010).
Maturational Theory in Present Practice
Kindergarten
Kindergarten and prekindergarten programs are partially result of the maturational theory
(Aldridge & Goldman, 2007). These programs were developed for children who were immature
or not ready for school. Kindergarten and prekindergarten programs provided these children a
school environment that allowed them more time to mature. Today, a great majority of American
children attend prekindergarten programs regardless of their determined level of maturity.
Late Birthday
The late birthday phenomenon resulted from Gesells maturational theory. Children
who are the youngest in their class have later birthdays and have been said to be less ready for
school. Present day American schools use birthdays to determine when a child should begin
school. Each state has a cutoff birth date for beginning school that typically requires a child to
be 5 years old prior to the determined cutoff date (Aldridge & Goldman, 2007).
Special Education
The present day system for determining disability in American schools is based on the
maturational theory. Difficulties children experience in school are said to be within the child.
Once problems are identified, children are tested to determine and label their problem (e.g.,
Attention Deficit Hyperactivity Disorders, learning disability, etc.; Aldridge & Goldman, 2007).
Based on the maturational theory, when children are not able to perform at grade level they are

MATURATIONAL THEORY

determined to have a biologically or genetically based problem while environmental factors (e.g.,
teaching strategy, curriculum, classroom environment, etc.) are largely ignored.
New Research Based on the Maturational Theory
Eugenics has been discussed most recently in relation to Gesells maturational theory
(Herman, 2001; Stern, 2005;Weizmann, 2010). Over time the term, eugenics has had different
meanings. One of the earlier definitions stated, a science that investigates methods to ameliorate
the genetic composition of the human race, a program to foster such betterment; a social
movement; and in its perverted form, a pseudo-scientific retereat for bigots and racists (Ludmer,
12978, p. 457). Definitions have changed as the popularity of eugenics has fluctuated. The
bottom-line idea behind eugenics is to find ways to pass along and replicate good genetics and
terminate bad genetics.
Other recent research has begun to examine genetics in personality traits and health
issues (Leckman, 2007; Whittle et al., 2006). According to Gesells maturational theory,
personality is even biologically based. Gesell helped lay foundation for eugenic studies. Gesell
wrote little on eugenics and stopped any research pursuits in this area when it became more and
more controversial (Weizmann, 2010). He might be surprised to learn that current eugenic
studies refer to his studies in their writings.
Conclusion
Gesells theory of maturation continues to impact American schools and science. Our
current school systems determine school readiness and the age at which students enter school on
Gesells theory. Despite the many contradictions to Gesells theory being based solely on
genetics, it has had a long lasting impact on American culture. There are few who agree with this
narrow perspective; however, his theory has greatly impacted American education. In addition,

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Gesells maturation theory is being used as foundation for continued study in eugenics. Science
and education will likely see continued influence from Gesells maturational theory.
Report Prepared by: Carrie Allday
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http://www.gesellinstitute.org/devassess.html
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Stern, M. (2005). Eugenic nation. Berkeley, CA: University of California Press.
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