A natural consequence of the philosophy was that education was made Paidocentric, i.e., child- centered. It constantly emphasized the nature of the child as the focal point of all aspects of education.
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This was another contribution made by the naturalists to education. When the naturalists stressed the nature and the natural development of the child, they immediately entered into the arena of psychology as it raised the question ‘what is child’s nature, what is natural development, and so on’.
Thus, a psychological tendency was developed in education which forced educators to view every aspect of education from psychological point of view.
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It was emphasized that education must study the nature of the child and should adapt itself to this nature. Rousseau may be considered the pioneer for introducing the psychological tendency in education.
He was the first person among the naturalists to say that education should follow the child’s nature. Rousseau’s ideas were, then, put into practice by Pestalozzi, Herbert, Froebel and several other educators. This emphasis in education generated a lot of new ideas and approaches in the field of education.
Research in child psychology gained momentum. Educational psychology assumed greater importance. Methods of teaching and curriculum construction began to be considered from psychological point of view.
McDougall made valuable contributions to child psychology. Psychology of individual differences came into prominence. It was considered desirable to make education flexible in view of specific differences in the nature of children. Psychoanalysis assumed still greater importance by bringing unconscious nature of the child into the picture.