The seminal research regarding the contemporary Children’s Behavioral Development (CBD), specifically Children’s Private Speech (CPS) and Self-Regulation Learning (SRL), began in 1920s with the early work of Vygotsky and Jean Piaget 1950s. Since that time, the research came up with different and various outcomes associated with many and various critiques that the new research should take into account. Those critiques may lead the future work of CBD. Vygotskyian’s vs. Piagetian Research Vygotsky viewed CPS as a function that directly connected to thought, problem solving, increases linearly with task difficulty and success, and represents a stage in the gradual internalisation of interpersonal linguistic exchanges whose final ontogenetic destination is inner speech or verbal thought. Vygotsky also believed that Self- Regulation Learning (SRL) is behavioral appearing after and as a result of regulation by others in a specific task and promoted by external regulators.

Paradoxically, Piaget viewed CPS as egocentric or immature and believed that SRL is promoted by giving children extensive opportunities to make choices and decisions, to make rules by which they will regulate themselves. Piaget also believed that SRL is psychological presented from early infancy in the child’s equilibration of actions and regulation by others does not have to come before selfregulation in a specific task. Piaget also argued that regulation by others hinders/devastate the development of self-regulation [1]. Recently, some researches [2-4], have briefly formulated what the previous work of SRL concluded as an empirical research question ‘‘how learners become strategic decision makers rather than strategic planner’’. This answer, however, remains challenged up to date.

Some Theoretical Critiques Remarkably, the subsequent research, up to date, are fully guided either by Vygotsky [5-8] (e.g., Daugherty,) or Piaget [9] with only one major difference (if it can be seen and considered as a difference) is that, they used many alternatives to describe the concept of CPS such as self-verbalization [10] self-directed speech [11], and, most recently, self-talk [12] without explaining why those alternatives! Ironically, all those alternatives refer to the same phenomenon of children’s overt speech to themselves during learning tasks as Vygotsky and Piaget already introduced! In this context, it is expected to see new terms to describe the concept of CPS but without any valuable or major changes that may lead, or at least inspire, the researchers to seriously think about a revolution in CBD given the fact that CPS and SRL still the based. In more specific language, what valuable will be added to the literature with new terms of the same phenomenon more than confusing the readers and the researcher as well?

Citation: Agina AM (2015) Critical Excerpts (Critiques) On Children’s Behavioral Development (CBD). J Psychol Abnorm Child 4:e104. doi: 10.4172/2329-9525.1000e104

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