Human Development Is Shaped By A Dynamic And Continuous Interaction Between Biology And Experience

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Core Concept 1
“Human development is shaped by a dynamic and continuous interaction between biology and experience” (Shonkoff & Phillips, 2000, p. 22).
• Children and their environments are continually influenced by each other (Shonkoff & Phillips, 2000, p. 22).
• No environment is the same for any child. Even if they live in the same house, they will have different experiences (Shonkoff & Phillips, 2000, p. 22-23).
• Children’s experiences will impact the levels of the brain’s blood supply, their cellular and intercellular makeup, as well as the neurochemical that is produced. Every experience a child has adds to or takes from the child’s development (Shonkoff & Phillips, 2000, p. 22-23).

Core Concept 2
“Culture influences every
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That desire spans their life cycle (Shonkoff & Phillips, 2000, p. 27).
• Early childhood skills can be gained by utilizing everyday objects. Children don’t need fancy toys to gain knowledge; they only need objects from their environment (Shonkoff & Phillips, 2000, p. 27).
• Healthy growth and development is dependent upon the individual’s experiences that support growth (Shonkoff & Phillips, 2000, p. 27).

Core Concept 5
“Human relationships, and the effects of relationships on relationships, are the building blocks of healthy development” (Shonkoff & Phillips, 2000, p. 27).
• Throughout the lifespan, human beings need to have healthy, intimate relationships, which leads to adapting to life successfully (Shonkoff & Phillips, 2000, p. 27-28).
• The more a caregiver and young child are tuned into each other’s emotional cues and respond in a healthy, supportive way, the more likely the relationship will support healthy development in multiple areas, such as communication and cognition (Shonkoff & Phillips, 2000, p. 27-28).
• Every child has the capability to attain developmental goals, but in various ways and conditions (Shonkoff & Phillips, 2000, p. 27-28).

Core Concept 6
“The broad range of individual differences among young children often makes it difficult to distinguish normal variations and maturational delays from transient disorders and persistent impairments” (Shonkoff & Phillips, 2000, p. 28).
• Children vary

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