Approach: In this cases study I have discussed Physical abilities and physical development Early Adolescence – female physical skills – athletic ability, theory – principles of physical development: maturity and Genetics. Also how these factors have affected Marta’s ability is explained in this case study plus recommendations. Other factors like environmental influence, Nature versus nurture are also discussed.
In adolescents, there is a noticeable spurt of growth, and there is a sudden uneven, unpredictable increase in size in developmental studies, inherited genetic characteristics are reoffered to as nurture. These features are also tendencies or aspects which influence growth. An excellent example is how children learn to walk, use simple tools and sometimes imitate other people’s view of the world. Therefore, all children pose a set of human genes which if such genes interact well with the human environment, it enables them to develop well as members of the species (Clinton, 214). In children, genes determine different factors such as stature, how their facial features appear, eye color and temperament. The genetic makeup also affects how children respond to novel stimuli and other emotional events. The genes play a role in how a child’s stimuli are affected. Research also shows that how children are quick or slow is influenced by their genetic composition.
When a child is born, characteristics which are inherited are not usually evident. As a child grows, many physical features start to emerge and in the course of maturation, changes which are guided by genetics begin to occur. Nature does not work alone in the process, different factors like toxin-free surroundings, food consumption and proper care from others contribute to a child’s characteristics. With this in mind the partner of nature is nurture, hence different environmental factors affect development. The child’s wellbeing in all aspects is also affected by the environment; including how curious a child becomes, and their physical health (O’Donnel, 2012 p.141).
Nurture has an impact on a child on different aspects of activity, stress, and nutrition; such experiences are majorly informal. Also, formal instruction affects the child differently. Socially, a child is harmed through peer relationships and role models, who are mainly adults. Where healthy peer relationships exist coupled with good environmental conditions, children thrive (O’Donnel, 2012 447).In history, nature and nurture are viewed as opposing factors. Certain theories assert that biological factors are purely responsible for growth. Other views assumed that children are shaped to who they become by the environment they are brought up in. Developmental analysts have increasingly embraced the fact that nurture and nature are both important factors in the development of a child, and they regularly interchange.
Interactions affect how individual characteristics are expressed. The cultural content of growth may not affect how genes will be exhibited. A good example is if a person inherits the alleles of albinism; this will lead to albinism due to deficiency of melanin. Therefore, such a person’s skin will be lightly colored, and their eyes and hair will be colored too. Despite the cultural environment in which such a person lives, such phenotype will exist no matter what.
Body shape, growth, intelligence, and stature will develop depending on the interaction of the genes with the environment. Everyone has a genetic makeup which influences maximum stature in adulthood. However, for maximum height to arrive, there has to be proper nutrition and health. Therefore, socio-economic factors are cultural factors affecting growth and development.
In different areas of development, effects of the environment and heredity affect development. Individuals have genotypes which give them a unique genetic makeup which determines the physiological and psychological content of an individual. Complex gene interactions occurring at a molecular level and environmental factors affect how genes are expressed in an individual. During pregnancy, exposure to certain toxins can affect molecular interactions, majorly when such exposure occurs at a critical stage of the development of the fetus. Different levels of development respond differently to environmental and genetic factors. Abilities are sometimes influenced systems controlled by genetics in the brain. An excellent example is a capacity to distinguish between sounds of speech without any training but widely differ under different environmental conditions. Comparatively, in a traditional school set up, advanced artistic skills, physical skills and competencies in reading heavily rely on practice and instruction.
Additionally, environmental conditions influence how children respond to environmental factors. Some are barely affected by certain environmental conditions while others are adversely affected. In development, extreme environmental conditions may have a greater role in the development of children. Environmental influences include family and culture; which affect development and growth. For physical skills to develop in children a lot of practice is required (Lund, 2010 p. 15). The difference in physical abilities can be catered to through instruction and training of skills.
Approach: This study discusses principles of physical development; developmental period; other factors that might contribute to height; cognitive, emotional and social impacts; bullying and friendships/relationships; parental support; self-concept and advice how Brendan should take his body changes.
Adolescence occurs between the age of 13- 19 years. At around the age of 13 years, teenagers experience puberty. During puberty, teenagers experience substantial effects on their emotional and cognitive development. Adolescence is characterized by changes associated with puberty and physical maturation. The memory of adolescents and cognitive processing of information is increased significantly. Consequently, they can be able to adequately consider hypothetical situations as compared to children who are younger.
The development process in children is linked to external factors to a child including elements of growth and maturation. As a child grows, different factors affect them which include culture, environment and various encounters faced during growth. Usually, the process can be referred to as the stages of development (Sternberg, 1994 p.154).
Different factors can influence physical development. Such factors include readiness to mature. An example is that a child needs to be able to have proper coordination so as to be able to cut using scissors, hand-eye coordination is critical. Heredity also influences the size, body, and shape of an individual. Children are more likely to have growth patterns which are similar to their parents. The way a child develops physically affects their social interactions. According to research children who are more attractive physically, are likely to be popular amongst adults and their peers. How we feel about ourselves and our physical abilities, are part of our self-concepts. The image of our bodies affect our self- esteem and ultimately affects how one interacts with others. The perceptions we have regarding our physical abilities also determine the kind of activities we take part. An excellent example is a child who perceives themselves as having an athletic body, is more likely to participate in ball games as opposed to someone who perceives themselves as small or weak perhaps (Nath, 2011 p. 8).
Accordingly, physical development can be influenced by opportunities to practice. Development of the physical body occurs naturally as one matures (Cole 2004 p.75). This process provides the children with an opportunity to practice physical skills. Such method also affects the rate of physical development in individuals. Given this, we see infants who are placed in different positions are more likely to make physical milestones as opposed to a child who is put in a cot for extended periods of time. Physical development can be delayed when children experience physical and emotional abuse. Research shows a direct link between physical development emotional availability. Parental responsiveness also affect cognitive development. When parents avoid punishment and restriction, this promotes cognitive development. This development occurs when accompanied with the physical environment and material used to play. Pre-school programs also affect a child’s cognitive development. Such programs prevent future likelihood of teenage pregnancy and decrease likelihood of teenage delinquency. Cognitive development can also be enhanced by certain T.V programs. Children however, need to be guided on certain violent shows and commercials.
Cognitive skills are also influenced by how memory is created in children, and how such memory is retrieved. It is important for preschool teachers to recognize how to stimulate such recalling (McLoyd, 1998 p.53). Factors affecting memory in children includes their area of interests, what they are asked to remember, and memory measure used, availability of retrieval cues and motivation (Rathus Spencer p. 309). At preschool, activities such as looking, pointing and touching are also key in developing cognitive skills. Grouping items and use of rehearsal can be implemented by preschoolers to develop their skills. During the literally years, listening skills are also important in developing cognitive skills. Listening is improved through instruction and practice. Concept development is also key in cognitive development; this is helpful in making the child understand abstract items. In the emergent literally years, children develop knowledge on basic concepts. Such concepts are reinforced when a child participate in fun activities such as dancing, singing art and crafts.
Social development occurs when there are external interactions and the use of such cognitive skills. Nature remains an important factor due to nature and nurture, whereby physical traits affect hosw humans interact as discussed above, thus influencing emotional and social relationships. Principles of development, however, apply to all development types; emotional, social and cognitive development. Developmental changes are not sudden but rather continuous. Variations in the physical domain are visible while cognitive are visible over time. Environmental factors also influence bullying. Consequences and context of peer aggression affect how bullying occurs and how it takes place in schools (Paludi, 2011 p. 106). When bullying occurs, it may negatively impact person thus parental guidance is needed. Sometimes, most of the children who are bullied, express certain less dominant characteristics making them more vulnerable. Self- esteem is also key in preventing teenagers from being victims of such bullies. If one has a high self- esteem they are more likely to stand up for themselves.
Approach: discussing early adolescent and teenage girls; topics – puberty, peer group pressure; social/emotional impacts; mental health; moral development; what can teachers do in the classroom? Strategies to deal with these situations; parental support; self-concept
Sexuality and reproduction is a crucial topic to talk to girls about at the teenage age, as it is critical in ensuring they make the right choices. Adolescents are pseudo-sophisticates about sex and others are sexually active without much knowledge regarding sexual activities (Foreman- Brunnell, 2011 p.138). Other teenagers participate in actual sex performance while others masturbate. Teens may feel uneasy about their sexuality and sometimes have fantasies. Most teenagers get their sexual information from parents or school. Sometimes, the teenagers learn about reproductive physiology from their friends who are as ignorant as themselves. Experts have indicated that many young people are ignorant about the biology and autonomy of sexual reproduction and most importantly basic reproduction facts (Stern, 2016 p. 58).
Also, research shows that at least an average of 7 hours a day are used by an American teenager on social media. Social media exposes teenagers to sexual messages. Such exposure usually takes place without the guidance of an adult. In the social media, such teenagers are exposed to unrealistic sexual images; such exposure puts teenagers at a risk of engaging in sexual activities earlier than they should. It is, therefore, important that teenagers are provided with comprehensive information regarding their sexuality. It is also important that while teaching subjects like sexuality, there is explicit instruction regarding the normal functions of the body; presented in a manner which is straightforward while using the right terms in referring to different things.
Teenagers also need to be taught about their body changes. Girls, in particular, need to know about menstruation and hygiene. Also, girls need to know about the body changes and the hormones causing such changes in their bodies. Teenagers at the teenage also start to feel mature enough to be independent, and they need to know about the importance of responsibility and respect. In early and middle adolescents, parental warmth and support decline. During this period, conflicts are more intense. Teenagers at this stage, are also at a place where they are trying to have an identity. It is critical for teens to know that they are susceptible to peer pressure. Due to the lack of self –identity, such teenagers are easily influenced by peer pressure. Also, at the teenage, adolescents develop more independence and autonomy (Reel 2013 p.5). They spend most of their time alone, and most of them bring family characteristics to their peers. Studies show that teenagers from warm families are more competent socially and relevant. Consequently, they have positive friendships and real interactions with fellow teenagers.
Generally we see boys are given more autonomy than the girls. Most of the parents are usually worried about what would happen to the girl, while less care about what may happen to the boys. This discrepancy unfortunately has short changed both the girls and the boys. This is because the risks involved in certain behaviors cut across both genders. Parental support and guidance is key in the influence of peers and reducing certain socially unacceptable behaviors. Parental guidance helps in protecting girls through fostering qualities which guide them in resisting peer influence. When it comes to boys, such parental guidance is viewed as hindering independence. For teenagers, when family support diminishes, peer influence starts to take increasing importance. Teenage girls develop intimate friendships earlier than boys. Girls hold such friendship as a matter of great importance to them as opposed to boys. These friendships are cultivated through asking for advice and sharing secrets. Such friendships are fostered through positive comments while avoiding anything that may make them feel less superior. Friendships for girls during adolescence help them in coping.
As in childhood, peer groups of boys exhibit status or themes of dominance especially when there is transition to a new school. The shift from junior high to elementary school has more impact on girls self- esteem than boys. The shift of educational methods, has been explained to affect the esteem of girls. During the process, quiet conciseness work, and it brings impacts such was willingness to take risks, assertiveness and confidence. In sum, girls in adolescence are more vulnerable despite boys going through more turmoil than them (Denmark Floence p.176).
In respect to the emotional and physical changes, it is the responsibility of the parents and the teachers to educate the teenagers in regards to the changes occurring in their bodies. Also, proper information and sensitization by guardians are important in preventing early teen pregnancies and spreads of diseases due to lack of knowledge. It is also important for teenagers to know the need to understand themselves well and embrace the changes taking place in their bodies positively.
References
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Gallahue, D. L. (1982). Understanding motor development in children. New York: Wiley.
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Morgeson, F. P., & Humphrey, S. E. (2006). The Work Design Questionnaire (WDQ): developing and validating a comprehensive measure for assessing job design and the nature of work. Journal of applied psychology, 91(6), 1321.
Nath, J. L., & Cohen, M. (2011). Becoming an EC-6 teacher in Texas: A course of study for the Pedagogy and Professional Responsibilities (PPR) TExES. Belmont, CA: Wadsworth Cengage Learning.
Newman, B. M., & Newman, P. R. (2014). Development through life: A psychosocial approach.
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