Editing Maturationism (section)

== Theory ==
In maturationism, genetic factors play a larger role in development than environmental ones, particularly in regard to [[language acquisition]]. Here, the effect of genetic inheritance to development has more bearing than the impact of nurture, experience, and learning.<ref name=":0">{{Cite book|title=Early Childhood Education: An International Encyclopedia, Volume 2|last1=New|first1=Rebecca|last2=Cochran|first2=Moncrieff|publisher=Praeger|year=2007|isbn=978-0313331008|location=Westport, CT|pages=509}}</ref> It is believed that an innate maturational schedule drives what a child will do and at what time.<ref>{{Cite book|title=Theoretical Issues in Language Acquisition: Continuity and Change in Development|last1=Weissenborn|first1=Jurgen|last2=Goodluck|first2=Helen|last3=Roeper|first3=Thomas|publisher=Lawrence Erlbaum Associates, Publishers|year=2013|isbn=978-0805803792|location=Hillsdale, NJ|pages=[https://archive.org/details/theoreticalissue0000unse/page/27 27]|url=https://archive.org/details/theoreticalissue0000unse/page/27}}</ref>

Maturationism is associated with the concept of [[Child development stages|developmental stages]]. Maturation theorists maintain that the universal and invariant sequence of human development can be described and that the genetic makeup of an individual determines the pace of such development.<ref name=":0" /> It is often associated with the work of [[Arnold Gesell]] who, along with his colleagues at the Clinic of Child Development at [[Yale University]], charted the development of thousands of children and described developmental milestones that were achieved in a developmental sequence.<ref name=":0" /><ref>{{Cite book|title=The SAGE Encyclopedia of Classroom Management|last=Scarlett|first=W. George|publisher=SAGE Publications|year=2015|isbn=9781452241395|location=Singapore}}</ref>