Assessment One: Essay - Child development Every child is different so they learn and develop in their own way

and at their own time. Child development refers to the persistent, cumulative and progressive changes in physical, cognitive and socio-emotional development (McDevitt & Ormrod, 2010). There are a variety of things, both good and bad, that can influence child development. Some of these influences can come in the form of heredity, culture, nutrition and parental affection.

Physical development is systematic changes in the body and brain and age-related changes in motor skills and health behaviours (McDevitt & Ormrod, 2010). Children get their genetic makeup from their parents but their genes only provide vague instructions and are able to be manipulated depending on environmental factors (McDevitt & Ormrod, 2010). For example, a child who has tall parents is genetically designed to also be tall. However, if the child wasnt protected from toxic substances, they may not follow their genetic instruction. Thalidomide is a drug that had major ramifications on physical development when used during pregnancy (Burcham, P., 2011). It resulted in many births affected by phocomelia also known as severe shortening of the upper or lower limbs, and very commonly death (Burcham, P., 2011).

In addition to heredity playing a part in the physical development of children, culture can also have a strong influence. Culture is defined as the behaviours and beliefs of a long-standing social group who outline what is normal and appropriate (McDevitt & Ormrod, 2010). Vitamin D promotes calcium absorption which is needed for bone growth and also assists with the reduction of inflammation and modulation of cell growth and is absorbed by being exposed to the sun (Office of Dietary Supplements, 2011). Children in cultures who wear long robes and head coverings, or clothes that result in little sun exposure are more prone to rickets which is a disease where bone tissue fails to mineralize properly, resulting in soft bones and deformities (Office of Dietary Supplements, 2011).

Deformities and other health related issues arise when children dont receive adequate nutrition. Nutrition has a large impact on physical development and inadequate nutrition can have serious side effects. The quality of nutrition in the first three to five years of life is vital for growth, development and long term health, with the first 3 years being most important (Isabelle & Chan, 2011). Failure to meet these nutritional needs may have serious 1

consequences such as delayed mental and motor development and extensive morbidity as well as death (Isabelle & Chan, 2011).

Just as children have nutritional needs, they also need parental affection for physical development. Parents who value leisure activities and see their benefits are more likely to support and encourage their children to participate (Fawcett, Garton & Dandy, 2008). Participating in extra curricular activities or out-of-school activities, for example cricket, provides children with exclusive opportunities for learning and developing social and other skills (Fawcett, Garton & Dandy, 2008). Parents, who show support and are involved in the interests of their child, are more likely to have children that use their time constructively and limit the time available for less constructive pursuits like taking drugs, playing too many computer games or hanging around aimlessly (Fawcett, Garton & Dandy, 2008).

In addition to physical development, cognitive development refers to the systematic change in reasoning, concepts, memory and language (McDevitt & Ormrod, 2010). It has been well documented through studies of twins and adopted children that intelligence may be a characteristic that is inherited (McDevitt & Ormrod, 2010). Although genetics may set the course, environment has a significant impact as well. Environmental conditions like nutrition, home environment, toxic substances and access to enriching preschool and formal schooling are associated with the outcomes of intelligence (McDevitt & Ormrod, 2010).

Cognitive development is not only influenced by genetics but also by different cultures. Vygotskys theory proposes that culture is a major contributing factor to the thinking skills that children gain (McDevitt & Ormrod, 2010). Some cultures like those in rural communities of Guatemala and India, place more emphasis on gestures and demonstration to guide and teach children, rather than the use of language by verbal means (McDevitt & Ormrod, 2010). Children also acquire certain skills based on their culture and what is required in their daily lives and activities (McDevitt & Ormrod, 2010).

Many studies have also linked nutrition as having positive influence on concentration and motivation (Khan, 2006). Skipping breakfast was associated with some adverse effects on emotional behaviour, math and reading abilities (Khan, 2006). A short term effect of skipping

breakfast is also linked to working memory and the speed of information retrieval (Khan, 2006). It is also argued that skipping breakfast as a young child may have long term effects on learning abilities and cognition (Khan, 2006). It is therefore important that parents ensure their children have breakfast to enable then the best opportunity for learning.

Parents also have a big task in assisting cognitive development through nurturing, developing confidence and the encouragement of self-regulation. Parents can do this by guiding children in everyday adult tasks and routines in a nurturing way (McDevitt & Ormrod, 2010). Providing a warm, supportive environment with age-appropriate opportunities for choice and independence will develop their self-regulation abilities (McDevitt & Ormrod, 2010). Parents are also able to endorse self-regulation to their children by modelling their own self-regulation behaviours (McDevitt & Ormrod, 2010).

Socio-emotional development refers to systematic changes in emotions, self-concept, motivation, social relationships and moral reasoning and behaviour (McDevitt & Ormrod, 2010). Genetics has an impact on socio-emotional development as they are indirectly linked through inherited characteristics like temperament, cognitive ability and physical skills (McDevitt & Ormrod, 2010). Children with good temperament and abilities and skills tend to have higher motivation, play sports which lead to social relationships and better self-concept than those who lack in those avenues (McDevitt & Ormrod, 2010). Physical appearance results in positive socio-emotional development as people respond favourably to those who are attractive (McDevitt & Ormrod, 2010).

Just as heredity influences socio-emotional development, culture has a vital role as well. Some cultures concentrate more on this type of development than others and an example of this is Chinese culture. Parents play an active role in bringing up their children and many studies show that Chinese families educate and raise their children under the Confucian ideology (Guo, 2006). Under this ideology the uppermost purpose is self-perfection with academic achievement being the ultimate goal (Guo, 2006). An idealistic person is one who shows self-restraint, has harmonious relationships with others, pursues knowledge and controls their emotions (Guo, 2006). Under Chinese culture, a person refusing to learn may be branded as socially irresponsible and immoral (Guo, 2006).

The emotional and self-concept aspect of socio-emotional development has become increasing impacted as the incidence of obesity dramatically rises. Obesity is a well known factor in the cause of bullying and associated psychological issues as well as having links to discrimination and low self-esteem (McCambridge, 2010). The result of being teased or bullied as children results in high levels of insecurity, anxiety, depression, loneliness and unhappiness (Liang, Jackson & McKenzie, 2011). Studies have shown that the being teased or bullied as a child has the potential for long term negative impact (Liang, Jackson & McKenzie,, 2011).

Parenting affection, styles and behaviours guide all aspects of socio-emotional development in children, both positively and negatively. A great example of this is the case of Jehovahs Witness parents who believed their daughter was bedevilled. She led a life of being

ostracised for asking questions, which was seen as being insolent and singing carols with her next door neighbour (Morgan-Shae, 2007). Her siblings received very different parenting and were nurtured and shown affection. They later had their own houses and successful jobs such as an accountant, builder and bank manager whereas the her life involved moving from rental property to rental property and being mostly unemployed or in low paying jobs (Morgan-Shae, 2007).

The influences on child development come in an array of forms and each has its merits and disadvantages. The important thing is that all children are given the best opportunity for constructive physical, cognitive and socio-emotional development available to them. There is a need to take into consideration influential factors such as heredity, culture, nutrition and parental affection when dealing with children and their development. Meeting these needs will allow children to flourish and create a path for a better future. (1396 Words)

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