Early Learning Theories Made Visible by Beloglovsky Miriam; Daly Lisa;

Author:Beloglovsky, Miriam; Daly, Lisa; [Beloglovsky, Miriam; Daly, Lisa]
Language: eng
Format: epub
Publisher: Redleaf Press

Abraham Maslow

Art as a Language That Promotes Thinking and Self-Actualization

Abraham Maslow on Cognitive Development of Young Children

Maslow (1987) divide his hierarchy of needs theory into two distinctive areas: (1) basic (or deficiency) needs, which include the physiological needs to sustain life (water, food, and shelter) and the need for safety; and (2) growth needs, which include love and belonging, esteem, and self-actualization needs. Basic needs are at the lower levels of his hierarchy and growth needs are at the highest level. Maslow also identifies cognitive and aesthetic needs as additional growth needs; however, they are not part of his original hierarchy.

From Maslow’s perspective, cognitive development comes from attaining several “higher level” needs (cognitive, aesthetic, and self-actualization), after children’s basic needs have been met. However, it should be noted that the order in which Maslow’s needs are fulfilled does not always follow the “pyramid” progression. For example, children can fulfill self-actualizing needs while still trying to achieve esteem needs. Maslow asserts that cognitive skills develop from cognitive, aesthetic, and self-actualization needs, and he also places a special emphasis on creativity.

Cognitive needs: The inborn desire that individuals have to make sense of the world around them to increase their knowledge and understanding are cognitive needs. Maslow sees this impulse expressed through a person’s natural tendency to discover, explore, and learn. Children crave learning as they investigate the properties of materials and how things work. For example, a child fascinated with water (a cognitive need) learns that water added to dirt makes mud, that water takes the shape of the container it is in, and that water can move horizontally and vertically when coming through a hose. According to Maslow, cognitive development happens when the environment offers opportunities to explore and supports children’s interests and creative process.

Aesthetic needs: As educators, we also see cognition develop when Maslow’s aesthetic and self-actualization needs are met. Maslow’s aesthetic needs overlap with cognitive needs because both needs involve symmetry, order, and an appreciation of beauty—all of which require cognitive capacities such as reflective judgment, perception, knowledge, and memory.

Self-actualization needs: According to Maslow, self-actualization means using one’s intelligence to define oneself (Maslow 1971). A person who is self-actualized has done the intellectual work of understanding who they are, making sense of the world around them, and making the most of their abilities. Such individuals are operating at a high intellectual level.

Creativity: Additionally, self-actualizers display high levels of creativity. It is through the freedom of creativity that children achieve the highest level of self-actualization. Children’s thinking is revealed through creative experiences in a wide variety of areas including music, construction, dance, engineering, and art. For example, in making art children use mental abilities to discover and create meaning. Children problem solve as they draw an object on paper, because this task requires cognitive, perceptual, and technical skills. Every child’s drawing of, for example, a dog will be different as the representations are based on each child’s experiences with dogs of a certain breed, color, size, energy, intensity, friendliness, playfulness, and temperament.

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