KEL2300 (4+0): Development of A Resilient Individual DPM-PJJ 2.1 Main Influences on Human Development 2.2 Changes and Constancy on Human Development TOPIC.

KEL2300 (4+0): Development of A Resilient IndividualDPM-PJJ

2.1 Main Influences on Human Development2.2 Changes and Constancy on Human Development

TOPIC 2: Influences on

Human Development

INSTRUCTOR:SITI NOR BINTI YAACOB, PhD.

[email protected]/012-2841844

Main Influences Genetic (Nature)

The genetic make-up which we inherit from our parents (e.g. eyes color)

Environmental (Nurture) The various experiences we have in our

interaction with our surrounding environment (e.g. liking for a type of music)

Main Influences The earlier view of child development focused

either entirely on nature or nurture Many favoured heredity, and believed that we are

born with certain talents and personalities, which determine who we are and what we become

While in the other view, the focus was on the role of environment. We learn to do those get praised but not to do those get punished or disallowed

To understand the development of a person, we have to study the complex interaction between nature and nurture (or heredity and environment)

Main Influences The question of how nature versus

nurture influences human development has been an ongoing debate for a very long time and at present there is no clear winner, as both nature (genes) and nurture (environmental factors) seem to play a vital and important role in human development.

Nature Nature can be loosely defined as genetic

inheritance or the genetic makeup (the information encoded in your genes) which a person inherits from both parents at the time of conception and carries throughout life.

Several things in an individual are genetically inherited, ranging from gender, eye color, risks for certain diseases and exceptional talents to height.

The concept of nature thus refers to biologically inherited tendencies and abilities that people have and which may get revealed later on as they grow up.

Nature Nature is responsible for the growth of a person

from the fetus level until development into a normal adult.

The genetic makeup of a human being is responsible for their sex, skin color, color of their eyes and hair as well as distinguishing features which are inherited.

Nature can only assist in the growth of a fetus into a normal well-developed adult who may have inherited some special talents.

Thus it can be concluded that nature uses the genetic coding to help in physical development and does impart some positive or negative traits to an individual.

Nurture Nurture can be defined as the different

environmental factors to which a person is subjected from birth to death.

Environmental factors involve many dimensions, include both physical environments (a good example is prenatal nutrition) and social environments (such as the neighborhood, media and peer pressure.)

Environmental factors have different levels of impact on human development as they involve multiple layers of action, ranging from most immediate (families, friends, and neighborhoods) to bigger societal contexts (school systems and local governments) as well as macro factors such as politics on the international level or say global warming.

These layers are also impacted by other factors outside them. For example, teenagers are exposed to not just peer pressure from their peers but also to parental ideals, community standards or ethnic views.

Nurture It is indeed important to recognize that

nature in the form of inherited traits does exist but a person’s overall behavior is influenced a great deal by nurture or upbringing and the environmental factors involved in this upbringing.

Several recent studies carried out on infant and child behavior have shown that there is significant evidence to support the fact that nurture strongly influences human development especially in the early years.

Nurture Hence, it is nurture which can be utilized to

improve positive traits and diminish the effect of negative traits in a child.

In traditional society most parents encourage their kids to take part in extracurricular activities like learning music, dance or sports in accordance with the child’s talents and interests.

The talents have been given by nature but they can only be developed into skills through the hard work of nurture.

Genetic Influences (Nature) Chromosomes- the small particles in the nucleus of the

cell which contain the genes are responsible for traits or characteristics we inherit (e.g. eyes and hairs color)

Genes- the actual trait carriers, are found in very large numbers in each chromosomes

DNA- chemical which determines physical characteristics by remains in the cell nucleus and guides cellular activities by producing RNA

RNA- chemical which assists DNA by moves out from nucleus and controls cellular functions

1 human cell has 46 chromosomes arranged in 23 pairs,1 of a pair from father, another 1 from mother

Genetic Influences (Nature) Behavior in the form of bodily movements starts

at the beginning of the fetal period, that is 8-9 weeks after conception

The internally caused actions are crying, stretching, sneezing, chewing, and smiling

At the time of birth, certain specific responses to external stimulation can occur, which is called reflexes.

E.g. sucking by touching of lips or cheek, Babinski reflex which is extending of baby toes when bottom of foot get scratched

Genetic Influences (Nature) At birth, the baby can make out the differences

between lights of different brightness, and also see colors

A few days after birth, when mucous secretion has drained from the ear, sensitivity to sound becomes noticeable

Sensitivity to taste and smell are also present, bodies show responses to changes in temperature

Feeling of hunger and thirst are present in the newborn

Pain sensitivity is present at birth, same goes to sense of movement and balance

Environmental Influences (Nurture)

TA model explains why brothers and sisters, though physically in the same environment, but always grow up in “different” ways is due to the environment of family life is always changing in the process of adjusting to the personalities of its member

According to the transactional model development, the child changes the environment which in turn changes the child

The child has to learn to adjust and accommodate their behavior according to the rules for appropriate behavior in the sociey

Environmental Influences (Nurture)

The role of family is to bring up the child in such a way (plan or rule) that child’s positive capacities are fully developed and negative tendencies are controlled.

Parents have the most direct effect on the development of child, through provide a good setting arrangement for child to observe and learn, and good socializing agents (e.g. peers and relatives) in socializing process to imitate and practice.

Environmental Influences (Nurture)

Schools setting, peer influences, teacher who is the role models and good socializing agents, and religion which form beliefs and values, contribute to the development of a human

During the life span of a person, at different ages, specific rituals are performed which represent the changes in the child from one stage to another, contribute in forming the identity of the child

Nature versus Nurture Nature is responsible for the normal

development of the fetus into a normal and healthy infant, but it cannot entirely develop that fetus into an intelligent, knowledgeable or athletic adult.

This is possible only through the exposure that nurture gives a person.

Therefore, it would be correct to say that although the nature has some degree of influence, nurture strongly influences early human development.

Changes and Constancy Risks factors

Biological factors Environmental factors

Protective factors Individual characteristics

Self-regulation Self-concept

Family conditions Community supports

Risks Factors Biological factors:

Congenital defects Low birth weight Less intake of nutrition and medical care

by low-income mother Serious physical and emotional problems

by drug-addicted mothers

Risks Factors Environmental factors:

Poor social skills Persistent poverty Low educational level of parents Family conflict Negative life experience (maltreatment, violence,

abuse, neglect, war) Minority status and racial discrimination Cause problems: substance use, violent behavior,

poor academic achievement, school dropout, teenage pregnancy, juvenile crime, mental health disorders, emotional distress

Protective factors Individual characteristics:

Pronounced autonomy Strong social orientation A close bond with a caregiver Sociability combined with strong sense of

independence Optimistic view of experiences in life even

amongst suffering Active engagement in act of required helpfulness Intelligence (high IQ), high self-efficacy,

connections and attachments, coping skills, temperament (autonomous, active, outgoing, warmth), health, gender and internal motivation

Protective factors Self-regulation

Easy-going temperament Confident to overcome hurdles Make use of opportunities and resources View hardship as learning experiences Seeking mentors, pursuing educational

opportunities, participating in extracurricular activities

Helps others encourage responsibility, empathy, and self-esteem

Protective factors Self-concept

Positive self-esteem Sense of self Sense of significant attachment figures Feelings of confidence or faith Victory over hardship heightens a sense

of self-concept rather than challenging the ability to cope

Protective factors Family conditions

High-quality parenting style Stable family unit structure Intimate-partner relationships Family cohesion Supportive parent-child interactions Stimulating environments Higher socioeconomic standing (income) Social support A stable and adequate income

Protective factors Community supports

Role models such as teachers, school counselors, after-school program supervisors , coaches, community center workers, clergy, mental health workers, and good neighbors.

Early prevention and intervention programs Safety in neighborhoods Relevant support services Recreational facilities and programs Accessibility to adequate health services Economic opportunities for families Religious and spiritual organizations

InterventionsIndividual-level Family-level Social

environment

-Developed pre-crisis-Social skills-Self-efficacy-Academic skills-Extracurricular activities

-Primary support for youth-Parent-child attachment-Warmth-Family cohesion-Care within family-Close adult relationship

-Supportive peers-Positive teacher influences-Opportunities for success-Academic achievement