Psychogenetic theory is an explanatory model that establishes the relationships between the mind (the human psyche) and the origin (the genesis) of the evolutionary processes that develop in the individual. This theory was elaborated by the Swiss psychologist Jean Piaget from the 1930s onwards. Its main object of study is human knowledge and its laws, as well as, in a special way, thinking about childhood. Piaget’s great achievement was to demonstrate that the child has a specific way of thinking and with its own mental schemes or laws. Piaget’s research had a notable influence on school learning. Psychogenetics
General principles of Psychogenetics
The pillar of human knowledge is based on the link between the environment and learning.
The intellectual development of children depends on the maturity of their development, both from an intellectual and an emotional point of view.
In order to have an adequate intellectual and affective maturity, the child must reach a certain physiological growth: in their brain connections, their motor skills, perception and definitely in all the biological aspects that affect them as an individual. Psychogenetics
Human intelligence develops through a process of continuous adaptation
In an initial phase (up to approximately 2 years old) the learning of new knowledge is imitative and unconscious, so the child adopts attitudes that are pleasurable or that make them feel secure.
In the next stage of maturity (from 2 years of age) the child starts to move freely, begins to be aware of the world, of the language that surrounds him, starting to incorporate it more as symbolic than logical. At this stage the child has a clear egocentricity and the world revolves around him, on the other hand, he manifests an animistic view of reality and things start to have their own soul.
Psychogenetics and Learning
The study of the phases of the infant mind is key to devising strategies on learning processes and to designing an effective educational methodology. According to Piaget, educational methods should be based on parameters specific to psychogenetics. In this way, the child must learn new knowledge only when he reaches maturity and assimilates it correctly.