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The Gestalt approach to psychology was introduced in the 1920s by Koffka. The philosophy of the Gestalt approach to education is based on the idea that all human beings have a potential to be fully human. The philosophy of the Gestalt approach to education is based on the idea that all human beings have a potential to be fully human. The Gestalt approach to education emphasizes the importance of the whole and the way it is represented in the mind of the individual. This approach emphasizes the importance of the individual's experience and the way that they understand it. This approach influences the way an individual thinks about a situation and how an individual interprets a situation. This approach emphasizes the importance of the social and cultural context. It is also concerned with how the environment can affect the structure of an individual's mind.[7]

Structuralism is another theory in educational psychology. Like functionalism and constructivism, structuralism is about the way the individual's environment shapes them. An individual's learning is dependent on the environment. For example, in order for an individual to correctly understand a statement, their language must be used in conjunction with the correct context and this context can be influenced by the environment. The structuralist is also interested in how the individual classifies and categorizes information and how they make sense of events.[1]

Functionalism is another major theory in educational psychology. It emphasizes the importance of the environment as a whole in understanding an individual. Activities in an environment are necessary for an individual to know what to do and how to do it, such as knowing the rules of a game. The environment is also used in shaping an individual's self-concept, beliefs about themselves, and ability to function in society. Constructivism, like functionalism, emphasizes the way the environment shapes one's internal mental structures. Constructivists are interested in the way children interpret situations and make sense of information.[2] For example, the constructivist, Jean Piaget, believed that children construct or find meaning in their surroundings.

Humanistic psychology involves the study of personality and human development. It focuses on the way an individual is influenced by their external or internal environment. The humanistic psychologist believes that the person is a product of their environment and encourages that the person should have opportunities to develop their own talents and abilities. Humanistic psychologists are interested in how the environment influences the development of personality.[4]

G. Stanley Hall was born in Rensselaer, New York on August 20, 1844. He was interested in the natural sciences during his childhood, first studying geology, then biology and anatomy. He pursued premedical studies at Cornell University and then at the Jefferson Medical College. He received his medical degree in 1869.[10] Hall's family was supportive of his plans to go to the university of Berlin to study with the psychologist Wilhelm Wundt. After a year at Wundt's university, Hall received a fellowship to study with the psychologist Otto Binswanger. He continued his studies at the University of Leipzig under the psychologist-psychiatrist Alexander von Witsch. In 1875, Hall returned to the United States, and took a position as professor of psychology at the University of Michigan, where he remained until his death on December 5, 1920.[11] 827ec27edc