In the theorist concept map I choose to use interlocking or turning wheel to show how the theories work together. I started at the bottom with Abraham Moslow. His theory of Hierarchy of needs is basic in the survival of a child. If the need for food, shelter, water, and warmth are not met, then there can be the absence of safety and belonging. This will hinder the child in progressing higher and being able to build self-esteem and self actualization skills. When these are met the wheel turns and move to Erik Erickson with the psychosocial development. Learning trust vs mistrust as an infant, the first level in his development coincides with Moslows level of safety in his pyramid. Erikson second level of development is autonomy vs. shame and doubt, the point where a certain amount of independence is acquired. Initiate vs. guilt in the ages 3 to 5 years. Moving to the next wheel of Albert Bandura with the social learning theory, he believed learning takes place by imitation and thinking and reasoning. First core concept of this is we learn through observation; then mental state is important to learning, the emphasis on internal thoughts and cognition helps connect learning theories to cognitive developmental theories. Last, learning does not necessarily lead to a change in behavior. Behaviorists believe that learning led to a change in behavior, observational learning demonstrates that children can learn new information without demonstrating new behaviors.

In turning the wheels along to the next theorist Urie Brofenbrenner. His theory explains how everything in a child and in a child’s environment affects how a child grows and develops. He labeled different aspects or levels of the environment that influence children's development, including the Microsystems, the mesosystem, the exosystem, and the macrosystem. These systems represent the relationships the child will interact with. The more encouraging and nurturing these places and people are the better the child will learn and grow. Furthermore, how a child acts or reacts to these people in the microsystem will affect how they treat them in return. The theorists and theories of Lev Vygstoky and Jerome Bruner continue in the same theories as the later theorists. Like Piaget, Vygotsky claimed that infants are born with the basic materials/abilities for intellectual development - Piaget focuses on motor reflexes and sensory abilities. He places considerably more emphasis on social factors contributing to cognitive development. Vygotsky believes that young children are curious and actively involved in their own learning and the discovery and development of new understandings/schema. Jerome Bruner developed the “scaffolding” theory, described a "Zone of Proximal Development," an area of learning containing tasks too difficult for a child to master alone, but which could be managed with the guidance of someone more skilled.

The importance of learning the theorists and their theories gives teachers a way to understand how children grow and learn. The understanding enriches the environment of the class room with appropriate toys, language and the experiences to develop cognitive and neurological development. These theories give teachers the tools to build an environment where children can move about freely and securely. In a toddler class for example a teacher will use the knowledge in how to construct the areas of learning, how to guide a child in exploring a new concept, like coloring. A teacher guides the toddler to hold a crayon correctly and then helps the child to manipulate it to make marks on the paper. Once the toddler understands that they can move the crayon then will they be able to drawing pictures. These concepts are fundamental in teaching children how to build relationships.