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The developmental theories presented within this unit are helpful in beginning to form a formal teaching pedagogy. Child psychology and development play a monumental role in the development of teaching theories. While maturation, environmental, and constructivist theories are very briefly mentioned, the main stress is on Piaget?s stages of child development. According to Piaget, children start of the sensorimotor stage: a stage in which the child merely takes in sensory information from their surroundings. This cognitive development reaches its final stop with the formal operational stage; this is when children really are beginning to reason like adults and are capable of abstract tasks such as deduction and hypothesizing. The research on child development is as important as the research for first and second language acquisition. This field of research really drives what educational research scientists decide is best for teaching practices. Unfortunately, this body of research doesn?t always point to a clear path to the best way to teach a second language. Scientists do know however some very important things about how learning a first language differs from learning a second. For example, learning a second language is inevitably influenced by the experience of learning a first language. In the ESL world, this proves quite useful because it reminds the teachers that ESL students? needs and struggles with English will be different based on linguistic interference from their native tongue. In summary, teachers need not only take their students? English level into account when planning lessons, but also their physio-psychological development; it affects not only what they can learn but also how they enjoy learning.
