o the mainstream of educational psychology. 'Although they contributed much to the study of children, their concepts eventually are viewed as being overly narrow' (The Volume Library 1990: Volume 2).
             The dominant developmental theories are Freud's theory of personality development,(later being adapted by Carl Rogers), and Piaget's theory of perception and cognition, (later to be refined by Vygotsky).Both explain human development in terms of interactions of biological determinants and environmental events (The Volume Library 1990: Volume 1). Freud's theory is based on the concept that a healthy personality and enthusiasm requires the satisfaction of instinctual needs.
             In Freudian theory enthusiasm is related to personality which is composed of the id, ego, and the superego. The id is the source of instinctual drives. The role of the ego is to cope with the demands of the id while remaining within the rules of society, which in turn are represented by the superego. The physical focus of instinctual needs changes with age and the periods of different focus are called stages. Children progress through four stages, ending with adult sexuality. 'Freud clearly integrated biological and environmental variables in his theories' (The Volume Library 1990: Volume 2).
             Jean Piaget, who since the 1920's had been writing about children's cognitive development, called himself a genetic epistemologist: a person who studies the origins of human knowledge. His theories have led to more advanced work in child psychology. This work involves both experimental and observational methods and, in accounting for behaviour, integrates biological and environmental variables. The relationship of student enthusiasm is derived from
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