Depending on the genes we inherit and the environmental influences we are exposed to, we will act apon a situation differently. This is what makes us human. In the maturation theory, some aspects of development such as the ability to speak a language are thought to be due to an inbuilt process. As children are born and start to grow and develop, they see different things
The interaction of nature versus nurture? The sociocultural and cognitive theories best emphasize individual conscious organization of experience. Sociocultural theories involve active learning and an individual must interact with society and mentors. There is a conscious effort on the individual’s part to learn and use their experiences to make life decisions. Cognitive development requires an individual to analyze their experiences and properly form concepts.
Erikson for his theory of psychosocial development, who believed that personality develops in a series of stages. However, each author has their own view regarding the educational implication of the various processes, as well as, the role of various environmental components. The following articles (Horn 2009), will attempt to support and the educational implications of each theory. The articles highlight the major theories, research and opinions of Piaget, Vygotsky, and Erik Erikson’ on how children develop and learn. The first article by (Webb 1980) talks about Piaget belief that within each person there is an internal self-regulation mechanism that responds to environmental stimulation by constantly fitting new experiences into existing cognitive structures called schemas developmental stages in teaching.
The subsequent discussion offers an analysis of these levels and their influence to child development, and then the writer offers a personal analysis of the influence of the ecological theory in decision making. The theory suggests there are four levels of the environment that simultaneously influence individuals. Brofenbrenner suggest that we can’t fully understand development without considering how a person is influenced by each of these levels (Vander Zanden, 2007). Bronfenbrenner examines the mutual accommodations between the developing person and these changing contexts in terms of four levels of environmental influence: the microsystem, the mesosytem, the exosystem, and the macrosystem (Vander Zander, p. 8, 2007). The microsystem consists of the network of social relationships and physical settings in which a person in involved in each and every day.
When we take care of children, we are also helping the human species find the truth and understand the world. (Gopnik et al. 1999: 211) This chapter begins by looking at what elements need to be in place to ensure that children develop to their full potential and have opportunities to explore and extend all their capacities and capabilities. It will further explore the generalized impact on children’s development of social breakdown because of war and conflict – looking in detail at the developmental processes of early childhood, and noting what happens when that progress is interrupted. The major theories of play will be outlined, with the emphasis here on play not only as a necessary feature of childhood and essential component of development, but also as a means to regain ‘lost childhoods’.
Supporting Mental Health Early childhood is an important time in a child’s life to incorporate healthy habits and focus on wellness. Mental health is defined by Sorte, Daeschel, and Amador as a child’s ability to “understand and manage their emotions and behaviors, to function positively with others in age-appropriate and developmentally appropriate ways, and to form meaningful relationships (2011, p. 416).” Many things contribute to a child’s overall mental health. Biological factors such as genetics, temperament, physical and health quality all play a key part in a child’s mental health and development. Biological factors are unique to each child and are present at birth. Genetics consists of hereditary factors such as those that contribute to physical characteristics, and pace of development.
Personality Development Paper University of Phoenix PSYCH 504 Dr. Donna February 04, 2013 Personality Development Paper Introduction There are several features which contribute to the development of the individual's personality. Many of these factors are adequately discussed in theories of personality development. As society continues to develop into a great melting pot, there is an increase need to research other contributing factors to the development of personalities; focus on cultural, gene-environment influence will be discussed in this paper. The studies of twin inheritability of personality, and the contributing factors over a period of time into adulthood will discussed as well. Lastly, the various personality models may be changed to justify for the differences in the personal, societal, and cultural will be discussed.
Ecological Systems Theory Affects of Development According to Brofenbrenner’s theory of ecological development there are four main systems that work together that influence a person’s development. Brofenbrenner developed these systems so he could better understand human development within the context of relationships that make up the person’s environment. The ecology of human development is the scientific study of the progressive relationships between an active, growing human being and the changing properties of the immediate settings in which the developing person lives. This process is affected by the relations between these settings and by the larger contexts in which the settings are embedded (Miller, J. 2003).
Genetically informative longitudinal studies across different age cohorts allow a differentiated picture of genetic and environmental sources.” Furthermore, peer pressure is another environmental aspect which influences or contributes to personal development. Peers can affect one positively or negatively. According to Vygotsky’s Socio-cultural Theory, it states that, “a child is continuously acting social interactions with others. He also focuses on language development and identifies the zone proximal development.” Now, before we move on, the term zone proximal development simply means the gap between what the students can do alone and what the student can achieve through teacher/lecture assistance. Moving on, Vygotsky’s Socio-cultural theory continuously states that, “the values and attitudes of the peer group are essential in learning.
COPYRIGHT MICHAEL P M MHLANGA THE NATURE NURTURE DEBATE AND ITS IMPLICATIONS ON THE DEVELOPMENT OF INDIVIDUALS. MICHAEL P M MHLANGA GREAT ZIMBABWE UNIVERSITY The concepts of nature and nurture shape the development of human beings. This write up sets out to assess the nature nurture debate, pinpointing the effects each has on the development of children. Terms that will be defined are nature nurture debate, nature and nurture. Feldman (2009) defines the nature nurture debate as the issue of the degree to which environment and hereditary factors influence the behaviour.