“For more than 2000 years, psychology remained an integral part of philosophy. The ancient philosophers of Greece, Italy and Egypt, beginning in the seventh century BCE, raised eternal questions concerning the nature of nature, the nature of human nature, the mind, the soul, the purpose and of course the nature of the human soul. » (Laungani, 2004, p. 108). Understanding where exactly the origins of psychology begin is still a subject of research by researchers. Did psychology begin when the early Greeks proposed methodical explanations and theories of memory, perception, and human cognitive experience, or when it developed as a distinct science in the 19th century? century ? Because since psychology was born, Western philosophers and psychologists have tried to understand human behavior and thought processes. According to Laungani, 2004, “The Greeks laid the intellectual foundations on which future ideas and theories were built. It is fascinating that many of the questions that preoccupied ancient philosophers are as relevant today as they were in the past. For example, questions related to the composition of matter, the nature of change and permanence, and the relationship between spirit (soul) and body, are debated as vigorously today as they were in the past” (p. 180). It was not until the mid-19th century that psychology was seen as an essential part of philosophy. "It was not until the late 19th century that several American and European psychologists began to question what they saw as the "constraints of philosophy" on their emerging discipline and began to consider the possibility of transform psychology into a scientific discipline. ...... middle of article ...... of the nature-nurture dichotomy and what it means for the study of early childhood. Childhood, 16(4), 331-367. doi:10.1111/j.1532-7078.2011.00079.xMcnamara, C. (2011). Science and the Destiny of the Human Soul in Tom Wolfe. Perspectives on Political Science, 40(3), 123-131. doi:10.1080/10457097.2011.585930 Perry, B.D. (2002). Childhood experience and the expression of genetic potential: What childhood neglect teaches us about nature and nurture. Brain and Mind, 3(1), 79-100. Rushton, S., Juola-Rushton, A., and Larkin, E. (2010). Neuroscience, play and early childhood education: connections, implications and evaluation. Journal of Early Childhood Education, 37(5), 351-361. doi:10.1007/s10643-009-0359-3Shields, C. (2007). Aristotle on action: the particular movement of Aristotelian souls. Supplementary volume of the Aristotelian Society, 81(1), 139-161. doi:10.1111/j.1467-8349.2007.00154.x