Running head: CHILD DEVELOPMENT.

Child Development

Student’s Name

Institutional Affiliation
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Child Development

Introduction.

Child development is a complex process that incorporates contributions from different

factors, including biological and environmental. Different theorists have explained child

development concepts by exploring the impact of the environment and genetics on behavior and

cognitive development. Kerry’s case study incorporates an exploration of genetics, the impact of

stressors on child development, environmental factors and the influence of their interactions, and

the process of altering schemas to change thought patterns.

Family history and genetics play a critical role in developmental outcomes in children

and young people. According to the case study, Kerry exhibits high anxiety levels while her

younger brother Mike does not. Considering Kerry's father, Dave has a history of anxiety; her

mental health issue may be genetically based. Genes are the blueprints of one's body. As such,

inheriting specific genes from parents means that whatever message the gene carries is passed on

to the child. According to a recent study, parents risk developing mental health issues such as

anxiety. The over-active brain circuits that connect three parts of the brain may be inherited from

the parent making their child prone to anxiety. However, not all children may receive these genes

from their parents.

The expression of genes in a child begins during conception. At the time, the mother’s

ovum and the father’s sperm contribute fifty percent each to produce 46 chromosomes in a

zygote. Before the process of fertilization takes place, the chromosomes in both the ovum and

the sperm divide in half in a process referred to as meiosis (Lecture 3 notes). This cell division is

random. Hence the chromosomes given to each zygote are different. Genes are parts of the
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chromosomes that contain Deoxyribonucleic Acid (DNA). DNA is the chemical component of

development. As a result, the DNA, part of the chromosomes passed on from the parent to the

child, carries specific genes that vary between siblings (Lecture 3 notes). Consequently, Kerry’s

anxiety may be explained from a genetic perspective by covering that her father’s chromosomes

containing genes with anxiety DNA contributed to making Kerry's zygote but not Mike's. The

variation during the half-division of the parent's chromosomes results in different genetic traits in

children of the same parent.

Kerry’s anxiety continues to impact her daily life negatively. As seen in the signs, anxiety

is comprised of indefinite worries due to triggered stressors. Neural responses that result from

anxiety include lack of sleep and feeling sick, which are visible in Kerry. Consequently, high

levels of stress impacts development in children, and if Kerry's condition is left untreated, it may

result in future negative ramifications. According to neural development, stress affects the brain

significantly (Lecture 6 notes). Toxic stress results in changes in body priorities. This is because

a stressful episode increases the activity of the sympathetic nervous system as a way of asking

the body to respond to the stressors (Muscatell & Einsenberger, 2012). With anxiety, this process

occurs way too many times, which shifts the body's processes. For instance, a flow of

neurochemical changes occurs during a stressful episode. Stress over activates the Hypothalamic

Pituitary and Adrenal (HPA) hormone leading to high cortisol hormone levels (Muscatell &

Einsenberger, 2012). These changes occur in the brain stem, hypothalamus, which regulates

essential bodily functions such as digestion, respiration, and heart rate (Muscatell &

Einsenberger, 2012). These outcomes lead to long-term issues of inflammation and affect

immunity.
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If Kerry’s anxiety is left untreated, the hormone Cortisol will continue penetrating her

blood system, restricting critical bodily functions. As a result, abdominal pains will persist due to

inflammation. Also, she will be unable to go out due to increased heart rates, making her feel like

she cannot breathe, affecting her ability to engage in social activities (Lecture 6 notes). Her

immunity will be suppressed, making her prone to different health conditions due to the

pathophysiological aspect of inflammation (Lecture 6 notes). Additionally, her reproductive

hormones will be inhibited, preventing reproductive processes. Her good academic performance

will begin depreciating due to reduced days at school and an effect on her memory. Kerry will

also be unable to control her emotions as a result of impaired self-control.

An earlier explanation of Kerry's anxiety inclined towards genetic factors; however, her

environment may have a role to play in it. According to Bronfenbrenner’s ecological systems

theory, various levels of the external environment influence development. This theory breeds the

specific idea of Nature and Nurture (Lecture 2 notes). Bronfenbrenner's immediate environment

is the microsystem which incorporates things that have direct contact with an individual. In

Kerry's case, her family and school are the microsystems. The interaction between Kerry and her

microsystem is regular and extended over some time. The ecological systems theory explains

that development depends on risk and protective factors.

Kerry's relationship and interaction with her father can positively influence her

development. Considering her father has managed to cope with his anxiety, the strong

relationship between the two can allow Kerry to learn to cope with her anxiety as well. This is

because the relationship taking place in the microsystem is bi-directional; the supportive aspect

of their relationship can change Kerry's situation for the better. For instance, when Kerry joined

the school, she was initially shy and reserved, but the positive interactions with the school
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environment made her succeed academically and make friends in grade school. This positive

process can also occur with the support of her parents, which is possible since her mother

assisted Dave in coping with his anxiety. Her mother can assist by focusing on the protective

factors by being supportive and nurturing to Kerry, which will lead to factorable developmental

outcomes. The second level, the mesosystem, incorporates interactions between the

microsystems (Lecture 2 notes). Kerry's parents can interact with her school to ensure that her

condition is known and that she receives the appropriate support to ensure she remains

academically involved and is understood by her peers.

Piaget’s theory of cognitive development explores the series of developmental stages that

result in human intelligence (Huitt & Hummel, 2003). The theory explains how individuals

utilize knowledge after acquiring and constructing it. According to Piaget's theory, a schema is

acquiring knowledge and a knowledge category. Kerry's existing schema incorporates idealized

components of avoiding excursions due to fear of bus accidents and necessary reassurance before

sleeping. It is essential to change the existing schema for Kerry to start engaging in social

activities and rest better. Luckily, new schemas can be developed, and old ones changed or

modified to suit the situation.

Piaget's theory explains that schemas can be changed through accommodation and

assimilation. Assimilation takes place when the existing knowledge is modified to fit what one

already knows. The accommodation incorporates restructuring existing information to make

room for new knowledge (Huitt & Hummel, 2003). The accommodation process can be used to

change Kerry's schema by going on an excursion with her or riding a bus to show her that they

do not crash. This activity will create a new experience for her generating new information that

will restructure her existing schema.

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Kerry's parents can utilize assimilation by assisting Kerry to engage in sleep-inducing

activities such as pranayama breathing exercises which can assist her to relax and sleep faster.

This technique will provide new information which will fit Kerry's need for reassurance by

replacing it. Following Piaget's theory, Kerry has been at the concrete operational stage of

cognitive development since ten years old (Huitt & Hummel, 2003). At this stage, children have

concrete thoughts about events. Therefore, taking Kerry out on a bus will instigate thoughts on

the event, which will alter her previous perception of buses being dangerous.

This stage allows children to comprehend the concept of conversation. Therefore, it will

be easy to suggest a new strategy of sleeping better. Changing Kerry’s thoughts and perceptions

will increase her control levels and alleviate her anxiety by remaining calm and engaging in

social activities.

Conclusion

Kerry’s anxiety is a mental health issue that can be attributed to both genetic and

environmental factors. Her family has a history of anxiety, which makes her prone to it due to

meiosis, resulting in chromosome division and the transfer of variant gene traits. This process

explains Mike's situation. The impact of stress and anxiety on child development leads to the

need for Kerry's anxiety to be managed. The support from her microsystem and mesosystem can

ensure that she remains supported and encouraged by making the necessary adjustment,

including changing her perception of certain situations.

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References

Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational

psychology interactive, 3(2), 1-5.

Muscatell, K. A., & Eisenberger, N. I. (2012). A social neuroscience perspective on stress and

health. Social and personality psychology compass, 6(12), 890-904.