The Development Of Child Development

It is said that the he development of a child consist of the development of physical, motor, cognitive, communication, and social skills. We expect children from birth to age three to be developing in those fields. However, it is understood that each child develops at their own

Meggitt, C., 2006. Child Development : an illustrated guide. 2nd Ed. Oxford: Heinemann Educational Publishers. Available at: https://ebookcentral.proquest.com/lib/dundeecollege-ebooks/detail.action?docID=3384832

This independent day care assignment proved its importance into piecing together the various theories of human development. It allowed me to learn and experience the book contents and develop a clear understanding of its practical applications.

Describe the expected pattern of children and young people's development from birth to 19 years, to include:

* They begin in some instances to feed themselves, though lacking the needed coordination, resulting in a lot of mess.

The characteristics of nature vs. nurture are quite different. Nature is those qualities about a person that are deemed genetic. Such genetics heritability includes a person’s color and gender. Nature is a person’s biological determinism. Characteristics of nurture include environmental variation and external influences. These characteristics are dependent on such factors as social status and education and the influence these factors have on a person’s character. In my opinion, both nature and nurture uniformly determine of person’s personality and intelligence. This opinion is widely debated but not debunked.

From the day they are born, children are immersed in a social world. Rapid learning takes place and is supported not only by parents, siblings, teachers and friends but also the important values and beliefs within their culture. All of this provides the foundations for cognitive development. As trainee teachers, it is fundamental that we have a deeper understanding of how children learn and how we can support learning. In order to do this we must first look at some of the theories of learning.

Furthermore, the nature-nurture continuum will demonstrate how every child will fall on this continuum that certain behaviors are a result of the child’s genetic makeup and the type of environment the child is raised in. For instance, a child’s intelligence can be considered under either end of the continuum, and for some cases, fall in the middle. If during a child’s development, a part of their brain is not developing properly due to genetic disorders this would be considered a matter of nature. Whereas, if it solely had to deal with the environment or upbringing the child dealt with such as opportunity to good schooling and services, would pertain to nurture. Except for some children, both would apply in that, the child may have inherited a genetic disorder which has affected their brain development and in turn are nurtured through an environment of plenty opportunities and services

The ongoing debate of the topic “Nurture” is more important than “nature”, has been considered true many times throughout the world from books to real life scenarios and events, but what is our meaning of “nurture” and “nature”? The common aspect of “nurture” is where outside influences determine what we will be like society being an example, while “nature” is basically that genetics determine the outcome of how people turn out. There is an easy argument for the case of “nurture”, but just because of the argument being an easy case, is it really true? People acquire their personalities, opinions and beliefs through “nurture”, while they also inherit a much deeper meaning of quality through “nature”, being that, quality is the trait which it takes to commit murder, seek risk, or become an accountant. That is why the statement “nurture” is more important than “nature”is false.

Additionally, Bruner (1986) suggests that children develop differently at equivalent stages however, agreeing with Piaget’s cognitive perspective; egocentrism may constituent towards child development, depending on the individual child’s cognitive process. Furthermore, Bruner indicates that both nurture and nature is a crucial part of development, which is promoted and enhanced through socialization, provided that “the child’s growing knowledge of the world is achieved principally by direct encounters with it in interacting and negotiating with others” (Bruner, 1986, p.61). From observing the interaction between the childminder and the children, the child minder supports both the boys learning, which enables the children to use their language; numbers and pictorial representations; which is seen evidently through the video, in view of the boys identifying the bus stop signs; the supermarket and the timetable of the different buses.

Second of all, nature versus nurture is often discussed when talking about human development. Nature is the biological makeup of a person; for example, their sex, skin color, eye color, hair color, etc. Nurture is more of the social makeup which may include interactions with neighbors, family, friends, going to school, etc. Both of these terms play a huge role in a child’s development. It is pretty obvious that nurture

Nurture-only view how people are all the same at birth, and we are the product of our experiences. “Nature through nurture the environment- the womb or the world outside, it interacts continuously with biology to shape who we are and what we do” (Scully, 2016). The two dissimilar arguments of nature and nurture of human intelligence is a person’s intelligence is determined by genetics and a person’s intelligence is determined by the environment in, which a person is raised.

Childhood development encompasses the cognitive, physical, social, moral and emotional changes from birth until the end of adolescence (White, Hayes & Livesey, 2013). Throughout childhood, environment and genetics promote or discourage growth and development. This essay will analyse the cognitive, physical, social, moral and emotional domains in relativity to my own development from the prenatal stage until adolescence. Psychological and environmental theories are used to develop the understanding and connection between each domain and stage of development. Lastly, this essay will address the controversial nature verses nurture debate and its relevance to my childhood development.

The subject introduced has nothing to do with the nurture vs nature theory. During the development of a child genetics are an important factor, but it is not the most important when determining the intelligence of an individual. The most important element to a child's intelligence development is the baby's environment. The baby’s surrounding can change

Child development is complex because it is influenced by a wide range of factors such as culture. A child’s culture begins to influence them long before they are born. Parents from around the world hold different beliefs and raise their children in unique ways. Cultural norms can greatly affect which values parents consider important and how they share those values with children (Christensen, 2013). The timing of the development of certain skills and characteristics in children, depends on the importance the culture places on them (Buechner, 2015). For example, a good deal of value is placed on academics in many Eastern cultures, and so children spend many hours each day on math and science activities from the time they are very young. But, in the United States children are given a great deal more freedom to express themselves and experiment with things, because we as a society place value on creativity and innovation (O’Sullivan, 2016). In the U.S., the nuclear family is considered the ideal structure for raising children, but in countries like Japan and India, extended family and community members take a much larger role in child care and parenting (Christensen, 2013). Because each child is unique, caregivers need to form partnerships with families in order to meet the developmental and educational needs of their students. According to Copple and Bredekamp (2009) by understanding a child’s culture, early childhood professionals can “make classroom decisions that are