Ch. 2 - Cognitive and Linguistic Development - Human Development

Before we venture into questionable theories, there are generalities that normally hold true.



1. The sequence of development is somewhat predictable.  For example before a student becomes proficient in abstract thinking they probably have progressed from thinking logically about concrete objects and observable events.


2. Children develop at difference rates.  I think this is obvious because in school we have seen people who master material quickly and slowly and in between.  However, recognizing ages that students develop in general can be helpful.  At three children can draw triangular and square shapes, at seven or eight they can use repetition as a learning tool and around eleven boys and girls reach puberty. 


3. Development is often marked by spurts and plateaus.  Children may only be able to speak one word sentences for months and have a language explosion at age two.  Also height follows this trend as children in the early elementary school years grow two or three inches a year but in early adolescence they may grow five inches per year.


4. Heredity guides development to some extent.  Our genes influence dispositions such as being shy or outgoing, calm or irritable.  Heredity continues to affect us as we grow through a process called maturation.


5. Environmental factors also make substantial contributions to development.  A large society (such as a state, province or country) normally has three "layers" of environments that affect them.  The most influential is the family, with its practices, relationships between siblings and grandparents, nutrition and medical care and education activities.  Surrounding the family is the layer neighborhood and community, which provides support such as preschools, after-school homework assistance programs, libraries and museums. At even broader level, the state or province in which children live influences them through legislation that governs school policy, tax dollars that flow back to schools, agencies and professional groups offering guidance to teachers and families. Included in all three is culture, the behaviors and beliefs that characterize the long-standing social group.


6. Heredity and environment interact in their effects.
Psychologists have found that heredity and the environment cannot be disentangled, a great verb for it.  A child could have a gene to be tall but if nutrition is inadequate, then the gene loses its affect.  A person could have a shy demeanor but a situation such as becoming more involved in school could cause the temperament to change into more outgoing.