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7/27/2019 Factors Influencing Child Development (2)
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FACTORS INFLUENCING
CHILD DEVELOPMENT
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INDIVIDUAL
DIFFERENCES
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Individual differences
Essential whenever we wish to
explain how individuals differ in
their behaviour.
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Example of individual differences
• Environment
• Genetics
• Behavior
• Personality• Intelligence
• Learning disabilities / learning disorders
• Physical factors such as body size, age and gender
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CHILD DEVELOPMENT
Aspects of child development
• Physical Growth
• Motor development
• Cognitive/Intellectual development
• Social-emotional development
• Language
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Physical Growth
• Individual differences in height and weight
• Influenced by family genetic factors & environmental
factors
• At some point physical development is strongly
influenced by individual differences in reproductive
maturation.
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• After age 1, a baby's growth in length slows considerably, and by 2 years, growth
in height usually continues at a fairly steady rate of approximately 2½ inches (6centimeters) per year until adolescence.
• The head is proportionally large and the legs proportionally short duringchildhood. At birth the head is one quarter of the length of the body comparedwith about one sixth in the adult. The legs are about one third the length of thebody at birth and one half in the adult. Because the body proportions change this
means that not all of the body segments grow by the same amount.
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GROWTH OF GIRLS AND BOYS
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The characteristic differences between boys and girlsoccur at puberty in response to changes in hormones
produced by the body.
• At around 10.5 years, girls begin to grow faster and
become taller than boys by over an inch. A boy's growth
spurt occurs around 12.5 years and by 13.5 years boys
again overtake girls (who have mostly stopped growing
taller). Boys continue to grow taller past the age of 15 andaverage over 5 inches taller than girls by the time they are
18.
http://www.coachr.org/growth_and_development.htm
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Motor Development
• Depends in part on the child's weight and build.
• After the infant period, normal individual differences are
strongly affected by opportunities to practice, observe,and be instructed on specific movements.
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• According to dynamic systems theory, infants assemble
motor skills for perceiving and acting.
• To develop motor skills, infants must perceive something
in the environment that motivates them to act and then
use perceptions to fine-tune their movements.
• Motor skills represent solutions to the infant’s goals
(Clearfield & others, 2009)
Santrock, J. W. (2011). Child Development. United States: McGraw Hill.
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For example, most infants learn to crawl before they learn to walk.Some children learn to walk earlier than their same-age peers,
while others may take a bit longer.
Child crawling
Child standing
For example
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• Babies learn to walk only when maturation of the
nervous system allows them to control certain legmuscles, when their legs have grown enough to
support weight, and when they want to move.
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Cognitive/Intellectual Development
• Individuals differ in the ages at which they achieve
specific cognitive abilities, but schooling for children in
industrialized countries is based on the assumption that
these differences are not large.
Definition
The capacity to learn, remember,
symbolise information, and tosolve problems
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• The human brain is not fully
developed until late adolescence
or in the case of males sometimes
early adulthood.
It is important that parents know what to expect
from their child as they develop and to be sure that
the expectations they may have for their child at a
given age are realistic.
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Social-emotional Development
• The intensity or expressiveness of emotions can varygreatly from one normal child to another.
• Newborn infants do not seem to experience fear or have
preferences for contact with any specific people.
• In the first few months they only experience happiness,sadness, and anger.
• Children who are active and angry as infants can beexpected to be active and angry as older children,adolescents and adults.
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Atypical development of social-emotional characteristics may be mildly
unusual, or may be so extreme as to indicate mental illness.
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Language• Slow Expressive Language Development (SELD) a delay in the use of words
coupled with normal understanding, is characteristic of a small proportion ofchildren who later display normal language use.
• Dyslexia is a significant topic in child development as it affects approximately 5%of the population (in the western world). Essentially it is a disorder wherebychildren fail to attain the language skills of reading, writing and spellingcommensurate with their intellectual abilities. Dyslexic children show a range of
differences in their language development, from subtle speech impairments tomispronunciations to word-finding difficulties.
• The most common phonological difficulties are limitations of verbal short-termmemory and phonological awareness. Such children often have difficulties withlong-term verbal learning such as months of the year or learning tables. In the late1980s the phonological deficit hypothesis has become the dominant explanation.
• The difficulties in early articulation, basic phonological skills and acquiring basic
building blocks means that dyslexics have to invest too many resources in justcoping with the basics rather than acquiring new information or skills. Earlyidentification enables children to receive help before they fail.
• Atypically delayed language development may be diagnostic of autism, andregression of language may indicate serious disabilities like Rett syndrome. Poorlanguage development also accompanies general developmental delays such asthose found in Down syndrome.
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For example
• Four-month-old
- Infant's brain has not matured
enough to allow the child to talk.
• Two years old
- The brain has developed further
and with help from others, thechild will have the capacity to say
and understand words.
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• Dyslexia is commonly defined as a specific difficulty in
learning to read, despite normal IQ and adequate
educational opportunity.
• It is a disorder of development that primarily affects the
acquisition of literacy and the most widely accepted view
is that it lies on the continuum of language disorder.
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GENETICS
Behavior Genetics:
Predicting Individual Differences
Behavior Geneticists study our differences andweigh the relative effects of heredity and
environment.
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Heritability
Heritability refers to the extent to which thedifferences among people are attributable to genes.
What percentage of thedifference among people’s height
can be attributed to their genes?
90%
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Chromosomal & Gene Linked Abnormalities
Name Description Treatment Incidence
Down
syndrome
An extra chromosome causes mild to
severe retardation and physical
abnormalities
Surgery, early intervention,
infant stimulation, and
special learning programs
1 in 1,900 births
at age 20
1 in 300 births at
age 35
1 in 30 births at
age 45
Klinefelter
syndrome
(XXY)
An extra X chromosome causes
physical abnormalities
Hormone therapy can be
effective
1 in 600 male births
Fragile X
syndrome
An abnormality in the X chromosome
can cause mental retardation, learningdisabil ities, or short attention span
Special education, speech
and language therapy
More common in
males than infemales
Turner
Syndrome
(XO)
A missing X chromosome in females
can cause mental retardation and
sexual underdevelopment
Hormone therapy in
childhood and puberty
1 in 2,500 female
births
XYY Syndrome An extra Y chromosome can cause
above-average height
No special treatment
required
1 in 1,000 male
births
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IQ
• Intelligent quotient, IQ, a score derived from one of several
different standardized tests designed to assess intelligence.
Individuals differ from one another in their ability
• to understand complex ideas,
• to adapt effectively to the environment,
• to learn from experience,
• to engage in various forms of reasoning,
• to overcome obstacles by taking thought.
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ENVIRONMENT
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LEARNING DISABILITIES / DISORDERS
• Learning disabilities are problems that affect the
brain's ability to receive, process, analyze, or
store information.
• These problems can make it difficult for a student
to learn as quickly as someone who isn't affected
by learning disabilities.
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• The skills most often affected are:
• reading,
• writing,
• listening,
• speaking,
• reasoning, and
• doing math.