Most educators study the works of Jean Piaget, a Swiss psychologist, and his theories. He believed that students at this age could consider several aspects of an object or situation, leading to more complex thinking. However, this group of children bases their understanding on practical applications or their own concrete experiences. This applied to role play, word problems and visual interaction; therefore they learn better with concrete or real-life applications as opposed to abstract examples.
Developed in the early 1970s and 1980s, the Russian psychologist, Leo Vygotsky, focused on the role of the environment as it affects the cognitive development of middle school children. He also looked at internalization, including the role of context in learning. However, a child's competence in a certain area will impact his ability to learn, as well, a University of Arizona text explains.
Erik Erikson, a student of Freud and a German psychoanalyst, believed that cognitive development at this age depended on the child's choices. He must find his own identity while attempting to find his place in society and decide his own values of right and wrong. Some children who attempt to avoid responsibility will experience turmoil. Children this age connect with beliefs, friends and causes, according to Learning-Theories.com.
Lawrence Kohlberg, a follower of Piaget, theorizes that preteens begin to empathize with others and expand concern to society overall. The adolescent works on following rules but is able to give reasons as to why it is beneficial to everyone to do so.
Howard Gardner, an American psychologist, incorporates seven areas of intelligence which take several variables into consideration such as race, income, culture, language abilities and the overall bias of standardized intelligence tests, according to University of Kansas research. Everyone learns different subjects in a variety of ways, as well. For instance, if a child excels in math, she may not do well in language and vice versa.