Many visionaries have developed theoretical frameworks that provide a general, basic approach to understanding the ways in which children develop. Doherty and Hughes (2009) remind us that early childhood progression is most commonly presented in terms of specific time periods. Therefore, this tends to refer to the idea of ​​fixed and limited phases that are strongly linked to chronological age, furthermore providing a very specific ordering of change. The most frequently identified developmental periods are prenatal, infancy and early childhood, early childhood, late childhood, and adolescence. Generalized theories of child development arose in the 17th century, with John Locke's "Some Thoughts Concerning Education" (1693) forming the basis that a child was born as a "blank slate". In contrast, Jean-Jacques Rousseau's Emile (1762) explores the idea that children are born with a moral sense. These two theorists provide the origins of generalized development, meaning that within these theories children develop in the same way. However, using Gewirtz and Pelaez-Nogueras' (1992) criteria to evaluate theories, generalized theories do not account for individual differences that exist as children grow and develop. Therefore, it could be suggested that these general models are probably not very useful. Behaviorism, on the other hand, states that the development of the individual can be achieved through observation and experience of the environment. It establishes that development must be based on observations rather than speculation about cognitive processes, which are by their nature unobservable. One of the first supporters of this theory was John Watson, who, in 1913, published an article... paper ......t reflects a slow and constant change over time, or goes through well-defined phases. Arguably, development should be viewed as a largely continuous process, but with some phases characterized by “milestone” stages such as the onset of walking, where this new ability is clearly different from the child's previous abilities. Development in early childhood can be considered to be due to many factors that have clear effects on some aspects of their progression, such as different environments and social contexts. Each child experiences a unique combination of genetic and environmental influences that show how children have their own distinctive abilities, suggesting that generalized models are not very useful indicators in considering an individual child's development other than as a vague framework within the which child's development can be developed. monitored.