ABSTRACT
This chapter introduces the development of thinking processes, known as cognitive development; behavioural learning; schooling/education; abuse and its effects from the many aspects relevant to childhood. It deals with a more detailed look at the development of guilt, conscience and morality. One of the most widely researched approaches puts the emotional and social influences on one side and studies cognitive development in itself. This field of research, associated particularly with the work of Jean Piaget, concludes that the development of thinking can be described in ways that occur in all children in the same order. Vygotsky's theory emphasises in particular the role of culture and social interaction and identifies the function of 'scaffolding' in the child's learning. There are three main models of learning which describe scientifically how the environment shapes behaviour: classical conditioning, operant conditioning and social learning theory. There are many complex relationships between the social position of a child in society and their educational outcome.
